June 21, 2017 1. Gatsby and vocabulary quiz. 2. Time to work on final project. Homework: * Final projects are due Monday, July 3rd
June 19, 2017 1. Start your Cultural Connections Chart in your journals. Create a column that has each chapter and a second column that has the 1920s cultural connection. Find at least one 1920s cultural connection in each chapter in the novel. Fill in your chart with the information. 2. Miss Kerry goes over Final Project (Check out the Final Project)
3. Work on Final Project.
June 21 - quiz and time to work on Final Project
June 23 - time to work on Final Project
June 26-30 - EARTH (keep working on final projects)
July 3 - Final Projects due
July 4 - Share Final Projects during Morning Meeting
June 16, 2017 1. Turn your Themes, Motifs, Symbols sheet in to Miss Kerry (share as google doc). 2. Read the following article //Surging Creativity; The Literary, Visual, and Performing Arts of the 1920s.// ( https://www.highbeam.com/topics/surging-creativity-the-literary-visual-and-performing-arts-of-the-1920s-t11217) in small groups. Read your section, take notes and annotate as you read - do this part individually. Once you have all taken notes, discuss your group's section of the article and its contents with the rest of your group. Then report out on the contents of your section so that everyone has a solid understanding of that type of Art Form in the 20s. You can use visuals (images, videos, etc.) and symbols if that helps as well. This is a pre-activity to prepare us for our final exhibition - 1920s Cultural Connection Project - to be assigned later in the week. Article Group/Assignments: 1. Everyone read the Introduction 2. Literature of 1920s (Willa, Daniel, Loona, Samuel, Caleb) 3. Many Stage Productions (Fausto, Ale, Marissa) 4. Harlem Renaissance and Paul Robeson (Mayan, Henry, Rafa, Joshua, John) 5. Worldwide passion for jazz and section on Blues (Mileidy, Sebas, Hazel, James) 6. Dance and Visual Arts (Seth, Ana Barbara) 3. Groups present; everyone takes notes. 4. Start your Cultural Connections Chart in your journals. Create a column that has each chapter and a second column that has the 1920s cultural connection. Find at least one 1920s cultural connection in each chapter in the novel. Fill in your chart with the information. Homework:
Whole Book quiz (including vocabulary) for Wednesday
June 14, 2017 1. Finish reading the novel.
2. Finish the Themes, Motifs, and Symbols document from last class.
Homework:
finish the novel and the document for Friday
June 12, 2017 1. Meet in groups from Friday's class. Finish Chapter 6 visuals and then present/share with the class. 2. Discuss and dissect Gatsby Symbols and Themes document.
3. Read chapter 7 and 8. As we read, fill out the symbols and themes document.
Homework:
finish reading chapter 7
June 9, 2017 1. Sit in a semi-circle around the white board in order to effectively take notes. Each student will teach the class one of the vocabulary words. (CONTEXT AND EXAMPLE SENTENCE) 2. In groups of 3, read chapter 6 aloud and create a visual that represents the content (what happens) and context (setting and environment of content) for the chapter. 3. Discuss and dissect Gatsby Symbols and Themes document. Homework: * finish reading chapter 6 for Monday
June 7, 2017 1. Discuss Chapter 4 Analysis in small groups of 3 while Miss Kerry rotates to check homework. Report out as a group. 2. Read chapter 5 and fill out a Vocabulary Log in your journals, or sticky notes if you prefer, as you read; you must include the following information:
- Keep a vocabulary log of new words (words you do not know)
- Write down what you think the meaning of the word is (the meaning you infer) based on the CONTEXT
- Look up the actual meaning of the word, and then write a sentence correctly using the word. The sentence must show that the student understands the definition of the word. You do not need to write the actual definition or a sentence that simply explains the definition.
3. Each student will teach the class one of their vocabulary words. Students will sit in a semi-circle around the white board and take notes.
Homework:
finish reading Chapter 5
finish vocabulary homework from above
June 5, 2017 Meet with Miss Kerry about homework from last week while everyone individually works on the following: 1. Read Chapter 4 and complete
June 2, 2017 - Miss Amy S will be your sub today
1. Discuss homework: character journal entries with quotes. Have each pair from Wednesday write quotes on the board for an assigned character (see below for character assignment). Each pair can then present the quote and answer the following question as they present: What does each quote reveal to the reader about that character?
Seth/Ale - Jay Gatsby
Willa/Mileidy - Nick Carraway
Mayan/Henry - Daisy Buchanan
Sebas/Josh - Tom Buchanan
Loona/Hazel/Samuel - Jordan
Daniel/Rafa - Jay Gatsby
Fausto/Ana Barbara - Nick Carraway 2. Skim through chapter 3 and find 3-4 quotes that infer party details and information about the mysterious Gatsby. Write down the quotes in your journal. Create a visual of the party based on the quotes. Do this individually.
3. Read Chapter 3 (either aloud as a class or individually). Homework: Finish reading Chapter 3. Find at least one example of intentional diction (like " turkeys bewitched to a dark gold" or "repairing the ravages of the night before." In your journal, copy the quote, note the page number and analyze the effect on the reader of the intentional diction. May 31, 2017 - Profe Zuniga will be your sub today1. Primary Source Homework Reflection: overall, what did we learn from these primary source documents about the 20s (brainstorming web on the board...circle in the middle with the words 1920s in it, and then write comments around the outside of the circle in a brainstorming web)? Discussion: Why look at primary source documents? To help provide historical, social, and cultural context for the novel (setting - time, place, etc.).
2. Get with your bilingual partner:
Seth/Ale
Willa/Mileidy
Mayan/Henry
Sebas/Josh
Loona/Hazel/Samuel
Daniel/Rafa
Fausto/Ana Barbara Chapter 1 Questions homework. Discuss the answers to your questions with your partner. Then, skim through Chapter 1 and write down the answers to the questions according to Fitzgerald's stylistic choices as a writer. With your partner, compare what your original answers were to Fitzgerald's writing style choices.
3. With your same partner, read Chapter 2 aloud: while you are reading, actively make a list of characters we have met thus far in your journals. Find two quotes/passages that help describe something about the character (personality, something they say that is significant, etc.). Write down the quotes/passages in your journal.
Homework:
finish reading Chapter 2 for Friday
continue filling out Character information in your journal
May 26, 20171. Send your Film Critique to Miss Kerry.
2. We are now starting our new unit on The Great Gatsby. Please turn in your Of Mice and Men books.
3. Go to the following link with 1920s Primary Source document.
4. Pick two of the ARTIFACTS from the list that you will analyze using the Primary Source Tool Sheet (I will hand this out to you).
5. Use the Teacher Guide to help you fill out each section.
6. After completing the primary source documents, answer the following questions in your journals BEFORE you start reading Gatsby.
▪ If you were an author, what color(s) would you incorporate in a passage when trying to convey a feeling of freshness and possibly sterility?
▪ What are three specific shades that convey wealth and luxury?
▪ What effect is produced by incorporating wind into a scene?
▪ What would you associate with the word “buoy”?
▪ How can someone, even if feebly, control nature?
What three adjectives would you associate with the actual image of a wedding cake, not the sentiments attached to it?
7. Hand out Great Gatsby books and read chapter 1 (make sure you answer above journal questions before reading chapter 1).
Homework:
Everything above is due Wednesday (no school on Monday)
May 24, 20171. Finish watching the film. Again, as you watch, take notes that you can then utilize in your written assignment.2. Work on your Film Study assignment (Film Study Assignment document). This will be due on Friday.Homework:* Film Study assignment due Friday May 22, 20171. Go over the Film Study Assignment document so you are prepared to take notes during the film.2. Start watching the film. As you watch, take notes on the film that you can then utilize in your written assignment.3. You will finish watching the film in your class on Wednesday. May 19, 2017 1. Miss Kerry gives mini-lesson on the IOC (Individual Oral Commentary). 2. Discuss the IOC using the IOC outline/guide. 3. Write an introduction to O M & M IOC together. 4. Go through the O M & M passage together. 5. Use the Big 5 Analysis sheet while analyzing the O M & M passage. 6. Practice the IOC on your own and record yourself using a device (phone or computer).
May 17, 2017 Final Of Mice and Men Assessment; Fishbowl Discussion!
May 15, 2017 1. Character Chart Self Evaluation (4, 3, 2, 1 - Corners) 2. Concentric Circle Character Chart Discussion using the Red/Green Cards. Fill in your chart with extra information as you go and utilize sentence starters on the board. 3. Time to work on your final assessment (Fishbowl Presentation) for Wednesday.
Homework:
Fishbowl for Wednesday
May 12, 2017
1. Miss Kerry checks #6 on Tone and Mood Workshop document while students share in groups of three.
2. Miss Kerry reads the end of the book aloud while students finalize Character Chart. 3. End of the book Journal Entry: answer the question in your journals, then discuss in pairs, and then debate the question: "Do you believe George's actions at the end of the novel are justified? Why/why not?" 4. Make a T-Chart on the board of why his actions are justified on one side, and why they are not on the other side. 5. Fishbowl Discussion Preparation for Wednesday Homework: * finish Character Chart for Monday
May 10, 2017 1. Mingle, mingle, mingle to discuss #1-5 on the Tone Workshop document with your classmates. 2. Miss Kerry reads chapter 5 aloud while students continue filling out Character Chart. 3. Engage in question #6 on the Tone and Mood Workshop document. Homework: * complete #6 on the Tone and Mood Workshop document * finish reading Chapter 5
May 8, 2017 1. Engage in chapter 4 Analysis Questions in journal while Miss Kerry checks progress on your Character Charts (they do not have to be done yet):
What happens in Chapter 4 and why is it significant?
What purpose does the character of Crooks serve?
What purpose does the dialogue between Crooks and Lennie serve; how does it contribute to the reader's understanding of the story and/or the characters?
2. Discuss journal answers in small groups. 3. Engage in Tone Workshop. Utilize Words to Describe Tone document. Homework:
Complete #1-5 on the Tone Workshop sheet
May 5, 2017 1. Chapter 3 Debrief Activity - in groups, make a list of the Top 10 events/situations that happen in Chapter 3. (#1 being the most important, #10 being the least important.) 2. Share with the class and discuss your reasons behind choosing which events are the most important and which are the least important (in your group's opinion). 3. Miss Kerry reads chapter 4 aloud while students fill out the Character Chart. * finish reading Chapter 5 for Monday
May 3, 2017
1. With a partner, debrief your homework of describing Lennie's and George's relationship while Miss Kerry checks everyone's homework.
2. Mingle, mingle, mingle with people to fill in more literary terms and stylistic devices from chapter 2. Each student will share and teach one on the whiteboard.
3. Miss Kerry hands out the
we will fill out to keep track of characters.
Homework:
Read Chapter 3
start filling out Character Chart
April 28, 2017 1. Warm Up - Take out your Steinbeck Impersonation descriptive writing pieces. Share aloud at your table groups (3-4 people per group). Mr. Sean will come and mark your papers with a "check" so I know you have completed them.2. As each student reads, write down descriptive word choices that you hear from each descriptive writing piece.3. Take out your books and your journals: complete the following reflective journal question on Chapter 1 (handwritten in your journal):Describe George and Lennie's relationship.Use 2-3 specific textual quotes and evidence that help support your description of their relationship.
4. Read Chapter 2. While you are reading, engage in Chapter 2 Active Reading: fill out the following
using literary terms and stylistic devices that you see in this chapter.
Use these resources to help you: Literary Terms website Stylistic Devices website Homework:* Finish reading chapter 2 and continue filling out your Literary Term/Stylistic Device Chart for Monday April 26, 2017 1. Show your 3 paragraphs on the photos to Miss Kerry. Read over the Language Objective vocabulary on the wiki from Monday's class. Read through each of your paragraphs and, as you read, underline or highlight where you use specific vocabulary from the Language Objective list.
2. Share paragraphs in small groups of three. Each person will read aloud one of their paragraphs. As they read, the other two will write down the vocabulary words they hear (at least four words) and the descriptions of the photo that connect to that vocabulary word.3. Respond to two of your colleagues' responses on this google document.
4. Hand out Of Mice and Men novels to begin reading. Miss Kerry reads aloud first section while students sketch the descriptive scene.
5. Complete the descriptive writing chart based on the opening scene in the novel.
6. Engage in Steinbeck copy cat impersonation writing activity related to your own home or a special space to you. Connection to Written Task 1 (creative written task).
7. Finish reading chapter 1 for Friday.
Homework:
Finish reading chapter 1
Be prepared to share your Steinbeck Impersonation writing pieces on Friday
April 24, 2017 1. Your 3 photograph paragraphs are due today! Please open those up or take those out to start class today. 2. Read over the Language Objective vocabulary on the wiki from Monday's class. Read through each of your paragraphs and, as you read, underline or highlight where you use specific vocabulary from the Language Objective list. 3. Share paragraphs in small groups of three. Each person will read aloud one of their paragraphs. As they read, the other two will write down the vocabulary words they hear (at least four words) and the descriptions of the photo that connect to that vocabulary word. 4. Complete Parts I & II of the Of Mice and Men Anticipation Guide. For Part II, post your explanation on this google document.
5. Go over a handout with slang words and vocabulary in Of Mice and Men.
Homework:
Finish any steps that you did not finish in class for Wednesday. We will start the novel on Wednesday.
April 21, 2017
1. Miss Kerry will be grading your final drafts that you have finished for today.
2. Finish your New Deal visuals with your group.
3. Each group presents the New Deal visual to the class. 4. America in Color photos (http://www.pbs.org/kenburns/dustbowl/photos/) Pick three photographs and write a descriptive, analytical paragraph to describe the specific contents of that photograph (consider image, body language, facial expressions, clothing, weather, contents of the photo, setting/environment, etc.). Use the words below (at least 10 per paragraph) to describe each of the three photographs. You will write three paragraphs in total (one for each picture). Language Objective: Elements: angle, line, scale, shape, texture, patterns, light Arrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unity Image - tone (words to describe tone), style, structure, medium, genre* Intertextuality - connections amongst a variety of texts Movement - that can be seen or felt in the image Context Created - culture, symbols, background, social, political, economic 5. Work on presentation/letter to 12th graders (for Thurs, April 27th) Homework:
complete your 3 paragraphs for Monday
April 19, 2017
1. Go over your Mini Extended Essays with feedback from Miss Kerry.
2. Fix and edit your essays (based on Miss Kerry's suggestions) while Miss Kerry meets with each of you.
3. When you finish, please start the following activity: 2. Background Research Small group activity (4 groups). Read through your assigned section. Create a Visual that represents a synopsis of your section (can include words, images, etc.) and be prepared to present to the class: http://newdeal.feri.org/nchs/docs02.htm Group 1 (Willa, Samuel, Henry, Ale): Article One Group 2 (Mayan, Sebas, Mileidy, Josh): Article Two Group 3 (Fausto, Hazel, Rafa, Daniel): Article Four Group 4 (Seth, Loona, AB): Article Five Homework:
finish fixing up your mini extended essay
March 20, 2017 1. Go over the week schedule. 2. Debrief Dissertation presentations from Friday. 3. Peer Edit your essay with a partner. 4. Turn in essays to Miss Kerry. On Thursday: * Wellness Workshops - Harm Reduction Role Play and Age Gap Laws in Costa Rica
March 17, 2017 1. Prepare for your Dissertation. Set up the room and practice in your table groups.2. 11:20-11:50am - Dissertations with teacher and student panels.Homework:* Final drafts of your essays due Monday March 16, 2017 1. Prepare for your Mini Thesis Dissertation tomorrow and utilize the following format and sentence starters (see below). 2. Peer Edit your essay with a partner assigned by Miss Kerry utilizing the Peer and Self Editing Guide. Thesis Dissertation Format to follow with Sentence Starters:
Introduction:
My Essential Question is:
My Thesis Statement is:
My main points are:
2. Main Point Number 1:
My first main point is:
One piece of evidence that proves this is:
Another piece of evidence that proves this is:
3. Main Point Number 2:
My second main point is:
One piece of evidence that proves this is:
Another piece of evidence that proves this is:
4. Main Point Number 3:
My third main point is:
One piece of evidence that proves this is:
Another piece of evidence that proves this is:
5. Conclusion: j. In essence, my thesis is: k.And my main points that prove this these are:
March 13, 2017 1. 35 minutes of finalizing your essay time. (If you finish ahead of time, start working on your Thesis Dissertations for Friday). 2. 35 minutes of self-editing your essay.
Self-Editing - engage in the following steps (Miss Kerry will walk you through):
1. Find your thesis in your introduction and make sure it is clear. Highlight it.
2. Find your main points in your introduction and make sure they are clear. Underline them.
3. Find the topic sentence in your first body paragraph and make sure it explains your main point.
4. Find the evidence that supports your first main point. 1-3 pieces of evidence with correct MLA formatted citations.
5. Repeat steps 3 & 4 for each body paragraph.
6. Be sure you restate your thesis and main points in your conclusion. Also, be sure you have an ending sentence that is inspiring and persuasive for the reader.
7. Check your essay for the words: really, totally, and very. If you have them, delete them.
8. Check your essay for the words: big, good, bad, stuff, things. If you have them, find a more formal, specific word.
9. Check your essay for fragments (incomplete sentences) and run-ons (sentences that go on and on and should be divided into more than one sentence). Use commas, semi-colons, and colons as necessary.
9. Check your essay for appropriate MLA format (in-text citations, works cited page, 12 point font, Times New Roman, double spaced, paragraphs indented, etc.).
10. Check your essay for any red or green underlined words (errors the computer has detected) and fix them.
3. Peer-Editing: We will peer edit using this Peer and Self Editing Guide (Miss Kerry will assign partners).
Homework: * Next draft due Thursday * Thesis Dissertation Presentations due Friday
March 10, 2017 (see Thursday's lesson) 1. Miss Kerry gives a mini-lesson on introductions, body paragraphs, and conclusions. 2. Continue working on your first drafts due Monday. Homework: * Monday you will have 35 minutes of class time to work on your drafts and then 35 minutes of self-editing that I will walk you through
March 9, 2017 Miss Erika will be your substitute teacher today. You have the entire period to work on your Mini-Extended Essays: 1. Be sure you have your thesis and points. 2. Begin writing, utilizing and following the__outline__ 3. Remember to check out this website if you need help with transition words and phrases. Homework:
continue working on essay (first draft due Monday)
March 6, 2017 1. Miss Kerry checks your Works Cited pages (due today). 2. Reflect on the reading in our journals: Journal Entry - Explain how Friends and Enemies are juxtaposing vignettes that demonstrate a grand paradox. Why would O'Brien include these vignettes in his novel? Discuss journal entries. (This was optional.) 3. Mini-lesson on Thesis and Main Points for essay. Write your thesis and points. 4. Opening Journal Entry: According to O'Brien (and the reading homework for today), How do you Tell a True War Story? Reference specific writing techniques that he uses and recommends in this vignette. Discuss using brainstorming bubbles on the board. 5. Miss Kerry reads the next vignette aloud to you: The Dentist. Mini Extended Essay Next Steps: Constructing the essay (March 6-17):
read next vignettes (Enemies/Friends - optional; How to Tell a True War Story - mandatory)
complete a Works Cited page for next Monday
(Note: no class the rest of the week since you will be on a field trip)
February 24, 2017 1. Finish O'Brien speech jigsaw presentations. 2. Continue annotating your 5 sources (this will be due on Monday). 3. Read On The Rainy River. Homework: * finish annotating your sources * read On The Rainy River
February 23, 2017 1. Students are placed in five groups of 3. 2. Students discuss their The Things They Carried Reflection Questions while Miss Kerry circulates to check the 3 credible annotated sources as well as the novel questions. 3. Rotate our groups of three. In your new group, jigsaw the O'Brien speech found here. Read and/or listen to your group's section, take notes, and report out to the class.
Homework:
continue annotating your 5 sources
February 20, 2017 1. Collect Siddhartha books that are still out. 2. Finish reading first vignette while answering the questions on the handout from Friday's class.
3. Continue annotating/note taking on your 5 sources.
Homework:
annotate 3 sources for Thursday
finish step #2 for Thursday
February 17, 2017 1. Miss Kerry gives mini-lesson on Annotating our 5 Sources:
Note-taking/source annotation - Organize notes on sources in a certain way including correct works cited citation at the top and then mini-lessons on (options include: note cards, graphic organizer; cornell notes; etc.):
quoting
summarizing
paraphrasing
2. Take notes on sources. 3. Answer the following question in our journals as a pre-reading activity to The Things They Carried: What do you "carry" with you? Consider what you carry physically, mentally and emotionally on a daily basis. 4. Hand out books and Things They Carried Terms and Questions handout
Start reading the first vignette in your new novel (not the whole vignette, just the first few pages)
February 16, 2017
1. Final Siddhartha Presetations: Joshua, Daniel, Loona, Samuel, Mileidy
2. Turn in Siddhartha books.
3. Continue working on Mini Extended Essay: goal is to have 5 Credible Sources by the end of class tomorrow.
Homework:
See step #3 above
February 10, 2017
1. Continue working on River Project which is due on our field trip on Tuesday. Bring your project and be prepared to present while we are on the field trip.
2. Finish reading the Siddhartha novel by Tuesday.
Homework:
River Projects, Rationales, and Presentations due Tuesday
Finish novels by Tuesday
February 9, 2017 1. Analyze your nature/river passage following the River Project Question guide. 2. Begin your artistic piece for your final project (we will have time to work on this today and tomorrow in class).3. Read OM.Homework:* finish reading OM* final River Project due Tuesday on field trip (I will use the rubric to grade you on the trip.) February 6, 2017 1. Mini-lesson on "How to Find a Credible Source": Additional Questions:
Where can I go to find a variety of sources? (for example, someone in the community who is an expert; EBSCO; the Library; etc.)
Credibility of sources; how do I know my sources are credible (should have more sources than you will use)
Relevance and diversity/variation of sources; how do I know my sources are relevant to my research topic/essential question (should have more sources than you will use).
2. Start to find sources on your topic; find two and check to make sure they are credible. 3. Introduce the Siddhartha River Project. Homework: * find two credible sources for your Mini Extended Essay * finish reading The Son * find a quote/passage about the river and/or nature (anywhere in the book) for your Final River Project
February 3, 2017 1. Write one of river your quotes on a poster (along with a design) and we will each present our quote and its perceived meaning. 2. Read The Ferryman chapter. 3. Read through the following summary and analysis of The Ferryman chapter: http://www.litcharts.com/lit/siddhartha/part-two-chapter-9-the-ferryman 4. With a partner, make a list of the 5 most important events in this chapter (#1 being the most important and #5 being the least important). Homework: * Begin preliminary research on your essential question * Read The Son for Monday
February 2, 2017
1. Miss Kerry meets with each student about their Mini-Extended Essay essential question while... 2. Find two powerful quotes about the river from the "By the River" chapter and write them in your journal. Then, answer the questions below in relationship to you quote:
What does this quote mean?
What does the river symbolize in this section of the book?
How does the river’s meaning in this quote directly connect to the themes and concepts in the rest of the novel?
What is going on during this section of the book and how does the river help to explain that?
What literary devices, structure, diction, and conventions does Hesse use in this passage and how do they affect meaning?
3. Write one of your quotes on the board and discuss the symbolism/allegory of the river.
January 30, 2017 1. Sansara debrief (Questions? and A-has!) on board...student lead. 2. Introduce Trimester 2 Mini-Extended Essay Project. 3. Work on brainstorming topics for the Mini-Extended Essay under the themes of Land and Sea, Wellness, and our two novel studies. 4. Try to pick a topic and create an essential question related to the topic (Miss Kerry gives mini-lesson). Homework: * write an essential question for Thursday * read By the River for Thursday
January 27, 2017
1. Students present their IOCs in pairs. The partner checks to make sure each component is present (as well as keeps time). At the end, the partner provides feedback: "It was effective when.." and "Next time try..." The partner will due this utilizing the IOC Feedback Document.
2. Discuss what went well and what you want to work on (Exit Card or debrief on the board).
3. Read Sansara and Beside the River.
Homework:
finish reading Sansara for Monday
January 26, 2017
1. Students receive With the Childlike People 40 line passage for practice IOC as well as the Big 5 Analysis document.
2. Miss Kerry leads them through step by step process (see IOC outline)
Introduction
Audience/Purpose
Content/Context/Theme
Tone/Mood
Stylistic Features/Literary Devices
Structure
Conclusion
3. Students take notes, find 2-3 examples in each category, and prepare.
January 23, 2017 1. Miss Kerry checks Venn Diagrams while students collectively fill out giant Venn Diagram on the white board. 2. Discuss/debrief Venn Diagram; add to your own; save yours in a space where you can easily access it because we will be writing an essay on this topic and adding to our Venn Diagram as we continue to read the novel. 3. Read With the Childlike People chapter, and we will focus on a 40 line passage from this chapter and engage in a practice IOC with a partner. Miss Kerry will walk you through the steps. IOC STEPS: 1. Discuss the IOC outline document. 2. Be sure you have 2-3 textual examples in each of the Big 5 categories. 3. Miss Kerry gives a mini-lesson on the introduction and conclusion you should use for your IOC (see IOC outline document). 4. Miss Kerry gives a mini-lesson on effective transition words and phrases and Literary Devices (Literary Terms website)5. Present to your partner utilizing an IOC format (practice IOC). Homework: * read With the Childlike People for Thursday
January 20, 2017
1. Kamala debrief in journal (T-chart: comments on one side, questions on the other).
2. Kamala debrief as a whole class on the board.
3. As a group, we will sit in a circle and read the following article together. As we read, take notes on the parallels you see between the article and Siddhartha's story (based on what we have read thus far in the novel and also based on our studies of Buddhism) and the differences you see. We will draw and use Venn Diagrams to take notes on this. http://chsenglishap3.weebly.com/uploads/1/3/5/2/13523052/death_of_an_innocent-original_outside_magazine_article.pdf 4. Shares notes on the similarities/parallels and the differences we see between the two works. Homework: * finish reading the article above * finish filling out your Venn Diagram
January 19, 20171. Introduce The Big 5 IB Analysis utilizing the IOC Outline document. 2. Miss Kerry will go over each of the Big 5 with you and then you will be assigned one of the Big 5 from either the Gotama or the Awakening chapter: GotamaAudience/Purpose - Seth Content/Theme - WillaTone/Mood - Ale/RafaStylistic Devies/Literary Terms - HazelStructure - Samuel/Joshua AwakeningAudience/Purpose - Henry/FaustoContent/Theme - MayanTone/Mood - Mileidy/SebasStylistic Devies/Literary Terms - DanielStructure - Loona/AB3. With sticky tabs, skim through your chapter and find examples for your Big 5 element. Find textual 2-3 examples and write them down on your stick tab. 4. Then, we will share a chart on the board with our sticky tabs and each student will explain/teach their sticky tab (while we sit in a semi-circle around the board).Homework:* read Kamala for Friday January 16, 2017
1. Loona presents her Buddhism presentation.
2. In rotating pairs (speed dating), discuss lyrical passages from Friday's class.
3. Response to Chapter 2 on a google doc with a partner: What is a Samana? Reread the description in Chapter 2 of the Samanas: with your partner, write your definition of a Samana on this google doc:
4. We will then all decide on one collective definition.
5. Consider the following questions: What would it be like to be a Samana in today's society? What would a modern day Samana look like and do? Be specific. In your journals, and then on the board create a T-chart that compares a Samana of Siddhartha's time to what a Samana might look like in today's society. Homework
read Gotama and Awakening for Thursday
January 13, 20171. Finish our Introduction to Buddhism presentations.2. Hand out Siddhartha books.3. What is lyrical language (think, pair, share)? Brainstorming web on the board.
4. As we read Chapter 1, find 2 passages in the first chapter that illustrate the lyrical language used in this novel. Fill out the lyrical language analysis template below (one for each passage). Remember, for IB exams we have to hand write, which is why are are handwriting our answers. (Miss Kerry gives example of lyrical passage and explanation of meaning first.)The passage I chose that illustrates lyrical language is: Some examples of lyrical language in the passage are: The overall purpose/message of this passage is: I know this because:
5. Miss Kerry reads Chapter 1 aloud while students fill out the lyrical language analysis templates as they read along and listen.
Homework:
finish reading Chapter 1
finish the lyrical language passage analysis
read chapter 2 (With the Samanas) for Monday
January 12, 2017
1. Buddhism presentations. Take notes while your colleagues present.
January 9, 2017 1. Entry Card - What do I know about Buddhism? 2. Complete the Buddhism Research activity (webspace.ship.edu/cgboer/buddhaintro.html). We will have some time to work in class and then present on Wednesday. Please use your own words to explain your topic. Step 1: Each student is assigned a topic. Step 2: Read through and take notes on your topic Step 3: Learn and understand your topic (become an expert) Step 4: Put together a mini-presentation on your section to present to the class on Thursday; be sure to include some sort of visual as well. 3. Read Hesse's biography on the Nobel Prize page: http://www.nobelprize.org/nobel_prizes/literature/laureates/1946/hesse-bio.html Homework:
Intro to Buddhism presentations on Thursday
January 6, 2017 REMINDER - CHECK YOUR HOUSES FOR THE CRUCIBLE BOOKS AND BRING BACK TO SCHOOL!!! 1. With your group from Wednesday's class, put all of your answers together into a visual that summarizes your answers for each station's discussion question. The visual representation may include illustrations, symbols, words, charts/diagrams, etc. 2. Each group presents and explains their visual. 3. Fill out theAnticipation Guide. Do not fill out the final column. 4. Activity to go over our answers on the Anticipation Guide and to fill in the final column based on group majority.
5. Look over this website during the weekend and on Monday we will each research a section on Buddhism in order to comprehend the social and cultural context of the novel we will begin next week: webspace.ship.edu/cgboer/buddhaintro.html Step 1: Each student is assigned a topic. Step 2: Read through and take notes on your topic Step 3: Learn and understand your topic (become an expert) Step 4: Put together a mini-presentation on your section to present to the class on Monday; be sure to include some sort of visual as well.
January 5, 2017
01461084.jpg
1. Study this image and follow the steps: Step 1: Write down words to describe this picture; consider color, content, theme, style, symmetry, dimensions, and composition: you can use words in any language. Here are some examples of language you can use when describing and image:
Elements: angle, line, scale, shape, texture, patterns, light Arrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unity Image - tone, style, structure, medium, genre Intertextuality - connections with this image to other texts Movement - that can be seen or felt in the image
Step 2: Discuss your words/descriptions with a partner: if you used words in another language, discuss those with your partner and try to find the word in English that best connects to the word you used in another language. Step 3: Using some of the words you have from your pre-writing, you will now write an academic paragraph description of this image. We will use RAFTS guidelines for this. R - role A - audience F - format T - topic S - strong verb Your Role: You are a Caption Writer who writes captions to describe works of art displayed in a museum. Your Audience: People who are coming to the museum to view the art and who read the descriptive captions of the art. Your Format: You will write a descriptive, academic paragraph of the image, including an explanation of ALL components of the image; comment on the separate parts of the image such as the nature, the humans, the colors, the mood, purpose, audience, content, theme, composition, etc. Your Topic: The above image. Your Strong Verb: DESCRIBE, EXPLAIN, INVOKE Step 4: We will share our descriptions aloud in groups of 3. Step 5: We will read through our descriptions and find any references to religion, spirituality, and nature (underline or highlight). And circle any vocabulary words you used from above.
2. Group Activity:
Discuss the following questions/statements with your group.
Create a group description or shared answer for each of the statements/questions.
As you discuss (or after you discuss, if you prefer), each individual will take notes on the discussion in their journals.
Station 1
Define the relationship between humans and nature.
Station 2
What does it mean to be enlightened and what does it "look like" in life?
Station 3
What purpose does self-denial serve? What purpose does self-indulgence serve?
Station 4
What is the difference between wisdom and knowledge? Which is more important? How do you acquire wisdom/knowledge?
After completing all stations, each group creates a visual that explains/represents their answer s at each station (can be a drawing, written response, diagram, chart, etc. or any combination of all of these)
(If you missed class, please answer each question on your own in your journals.)
December 1, 2016
1. Crucible Scene Presentations!
Remember to also share with me your Scene Study Analysis.
November 28, 2016
1. Acting activity/warm-up (grocery list).
2. Work on scene presentations (due Thursday).
3. Work on portfolios (see below).
Homework:
Portfolios due Tuesday
Scene Presentations and Analyses due Thursday
November 24, 2016
Start working on your portfolios, which are due on Tuesday! Here is what we have done this trimester; you can refer to this list when you fill out your PORTFOLIO The Body Rituals of the Nacirema read and discussed article diagnostic essay 6+1 Traits of Writing activities on ideas, organization, voice, word choice, sentence fluency, conventions and presentation grammar activities (semi-colon and colon) 1984 thematic journal entries chapter questions language and propaganda Fishbowl Historical Leader and 1984 essay - MLA, credible sources, etc. The Crucible McCarthyism historical context of the play reading and acting scene reflections scene presentations
November 21, 2016
1. Check and debrief Act IV reflection.
2. Go over final assessment: Scene Study: Scene Study Rubric:
3. Create groups and begin working on Scene Presentations.
Please note: I will give you time to work on your portfolios on Thursday.
November 18, 2016
See Thursday's agenda and we will continue with it.
November 17, 2016 1. Finish reading Act III on the stage. Take notes as we read related to the reflection. 2. Act III reflection: Describe how the girls' use of chaos affects the dynamic of the courtroom and influences the authorities' decision. Cause and Effect Discussion and Activity. 3. Read Act IV together in a circle on the floor. 4. Act IV Scene Reflection: Why did the authorities not stand their ground against the girls? Why is Hale trying to get Danforth to pardon all the accused? Why won't Danforth pardon them? Describe the Protcors' situation and its outcome. 5. Start Scene Presentations! We will work on Friday:
finish reading the book
Act III and IV Scene Reflections (see steps 2 and 4 above)
November 14, 2016 1. Act II Reflection Debrief utilizing rotating speed dating pairs. 2. Read Act III together on the stage. 3. Act III Scene Reflection: Describe how the girls' use of chaos affects the dynamic of the courtroom and influences the authorities' decision. Homework:
read until page 100 (we will finish the rest together on Thursday)
essay rewrites due Thursday (send to Miss Kerry)
November 11, 2016 During class today, Miss Kerry will be filming you for the Don Ruetz/North Campus Origins Video. 1. Read Act II in a circle together; Write down questions, predictions, and observations on the board as you are reading. 2. Act II Reflection individually in your journals: - Describe the tone and mood of Act Two. Check out this Tone Vocabulary document to help you find specific, descriptive word choice. - What is the purpose of Act Two? - What is all the compiled evidence against the Proctors in order to condemn Elizabeth? Homework: * finish above steps for Monday (rewrites due Thursday)
November 10, 2016
1. T-chart on the board from journal entry homework: what do you believe to be true and what do you believe to be fabricated?
2. Engage in North Campus/Don Reutz Reflection and Gratitude Activity. Filming will take place in class on Friday. 3. Miss Kerry hands back 1984 essays. Read through, discuss, and make edits. Optional rewrite due for a better grade one week from today (November 17th).
Homework:
essay rewrites due next Thursday
November 7, 2016
1. Jordan and Reed present Sarah Good interview.
2. Jordan presents her make up Fishbowl presentation.
3. Divide class in two; continue reading the remainder of Act I, but each group will perform their section on the stage while presenting.
Homework:
Finish reading Act I
Engage in an Act I journal reflection: What are your opinions on the chaotic series of events thus far? What do you believe to be true? What do you believe to be fabricated? Why? (Write, Pair, Share)
Fun Facts: Rebecca Nurse's genealogy: Rebecca NurseMary Nurse Tarbell Cornelius Tarbell Cornelius Tarbell Jr. Mary Tarbell Ingalls Rebecca Ingalls Farnham Susan Farnham Williams Bertha Williams de Yongh Field Gladys de Yongh Field Herman Louise Herman McClennen Walter McClennen Abel McClennen
November 3, 2016 1. Moritz will present (make up work for the fishbowl) 2. Pairs present their Crucible Introduction in order:Henry/Martina (just Henry)Samuel/MayanWilla/MileidyHazel/LoonaAB/Jordan (just AB)Fausto/JoshuaReed/AleSeth/Moritz3. Miss Kerry presents Crucible power point
(Need to obtain the rest of the Crucible book numbers.)4. Sit in a circle and start reading Act I; stop and explain as we read what is going on.Homework:* Read the historical background context on pgs. 3-7 and 13-14 for Monday * Tomorrow (Friday) you will have Art instead of English. Please go to the Art Room at 1:40p.
October 31, 2016
1. Students present their oral interviews and we all take notes in our character graphic organizers during the presentations.
2. Hand out Crucible novels. 3. Read your assigned section of the introduction (with bilingual partner). Annotate and share important information of your section with the class. Online text (if interested).
Homework:
October 21, 2016
1. Oral Sentence Patterning Chart activity on Big Brother, Winston, and O'Brien.
2. Work on the following, all due next Thursday:
Finish the novel
Complete the final Journal Entry (#5)
Prepare for the Final Assessment; the Fishbowl Discussion
Be prepared to turn in all 5 Journal Entries
Homework for next Thursday:
See step #2 above
October 20, 2016 1. Final drafts of essay are due to Miss Kerry as a google doc. Please share your essay with Miss Kerry and be sure to write your name on the title of the google document. 2. Complete journal entry #4 based on chapters 1-2 of part Three of the novel. Be sure to analyze a theme you have not yet analyzed. 3. Finish reading the novel. 4. Final Journal Entry (#5) on the end of the novel. 5. Discuss, assign, and go over Fishbowl Assignment for 1984. Your participation in the Fishbowl will be assessed utilizing this Fishbowl Rubric. Homework (you will have some time to work on this tomorrow during class): * finish reading the novel * the fishbowl will be on Thursday * journal entries will be due on Thursday
October 14, 2016 Check out this year's Nobel Prize for Literature winner. 1. THINK, WRITE, SHARE. Think, write in your journals (answer the question below), and then share using concentric circles. Chapter 10 Analysis Question: After his first formal meeting with O'Brien, Winston receives a book, ostensibly written by Emmanuel Goldstein. In reading passages from this book, Winston is further enlightened as to how the current society came into being. Focus on these passages, and in particular, on the theory of the High, Middle, and Low classes (p. 179). If true, what does this theory hold for the proles? Is Winston's plan for the proles now altered? Why or why not?
2. Self-Editing - engage in the following steps (Miss Kerry will walk you through): 1. Find your thesis in your introduction and make sure it is clear. 2. Find your main points in your introduction and make sure they are clear. 3. Find the topic sentence in your first body paragraph and make sure it explains your main point. 4. Find the evidence that supports your first main point; you should have evidence from 1984 and from research on your historical leader. 5. Repeat steps 3 & 4 for each body paragraph. 6. Be sure you restate your thesis and main points in your conclusion. 7. Check your essay for the words: really, totally, and very. If you have them, delete them. 8. Check your essay for the words: big, good, bad, stuff, things. If you have them, find a more formal, specific word. 9. Check your essay for appropriate MLA format (in-text citations, works cited page, 12 point font, Times New Roman, double spaced, paragraphs indented, etc.). 10. Check your essay for any red or green underlined words (errors the computer has detected) and fix them.
3. Peer-Editing: We will peer edit using this Peer and Self Editing Guide (Miss Kerry will assign partners).
Homework:
Your final draft is due next Thursday
Read chapter 1 and 2 in Part III
October 13, 2016 1. Work on first draft of essay (due tomorrow). 2. Double check the following: MLA Format & Checklist MLA Works Cited Overview Homework: * first draft due tomorrow (Friday) * tomorrow in class we will self edit for 20 minutes, then peer edit for 20 minutes, and then read the novel together Extension Activity:
October 10, 2016 1. Organization Activity - put together an essay. 2. Go over how to write a conclusion. 3. Check completed outlines. Here is a helpful link for transitions: http://www.smart-words.org/linking-words/transition-words.html
Here is the MLA Online Writing Lab link: https://owl.english.purdue.edu/owl/resource/747/15/ 4. Mini-lesson on MLA format and IN-TEXT CITATIONS. Use the following MLA Power Point with links source to help you: 5. Work on First Draft, which will be due on Friday when we peer and self edit. 6. Skim "Goldstein's book"; read through when Winston stops reading and then starts again; read chapter 10. Homework:
Complete reading for Thursday
Complete first draft for Friday; I will give you time in class on Thursday to complete your first draft
October 7, 2016 1. Continue working on outline for 1984/historical leader essay. 2. Read chapters 6, 7, 8 and 9. Homework:
outline due Monday (except you do not have to do the CONCLUSION)
the four chapters above must be completed for Monday
October 6, 2016 1. With your bilingual pair, come up with your top 5 events from Chapters 4 and 5; write them on the board. 2. If you have not already, have your thesis and points checked by Miss Kerry. 3. Work on your Essay Outline using the following outline as a guide: 4. Go over example outline from one of last year's students:
October 3, 2016 1. Complete Journal Entry #3 from Part II; Chapters 2 & 3 that we read for today. 2. Work on Thesis and Main Points for your essay (mini-lesson with Miss Kerry); have checked by Miss Kerry 3. Continue reading in small groups with active reading activity: read chapters 4 and 5 and decide the top 5 most important events that happen in these chapters (#1 is the least important and #5 is the most important). Homework:
finish step #3 for Thursday
September 30, 2016 1. Meet with the classmate researching the same historical figure as you. Discuss connections you have made thus far between your historical figure and the 1984 novel. 2. Sit in a circle and report out on your connections (Actively listen to each other; perhaps you will discover more connections about your own historical figure by listening to your peers!) 3. Read Part II, Chapters 2 & 3. Homework: * finish reading the assigned chapters for Monday
September 29, 2016 1. Homework check: T-Chart on the board: one side students write their most important points from chapter 8; on the other side students write their predictions and evidence. 2. Give students time to research. 5 sources are checked with Miss Kerry (specifically, those sources that are not from EBSCO) during class time. Homework. Can take notes on note cards, or on your computer (note card app). Check out this google doc on How Do I Know if my Sources are Credible.
on Friday, we will share the information we found on our historical figure and how his/her ruling practices connect to Big Brother and 1984
read Part Two; Chapter 1 (about 10 pages)
September 26, 2016 1. Highlight quote and analysis from journal entry; each person shares theme, quote, and explanation of how the quote represents the theme. 2. Assign Historical Leaders Research Project: discuss timeline, objectives and dates. 3. Research for your essay using EBSCO. As you research, be sure to save any articles that will work for your essay in your English Class Essay Folder on EBSCO. Encyclopedias do not count as one of your five sources.
4. Guided Reading Activity for chapter 8. With your partner, listen to the audio version of 1984 and complete the bulleted points below as you read (typed or in your journals): https://www.youtube.com/watch?v=auwRj4Yru-E https://www.youtube.com/watch?v=xMzBETLocS
What are the most important points in this chapter? List them.
What are your predictions about the next section of the book? What evidence supports your predictions?
Homework:
continue researching
finish step #3 above
September 23, 2016
1. As a group, create a visual based on your Big 5 Analysis Sheets that you can present and explain to the class.
2. Presentations.
3. Read Chapters 6 & 7 and complete your second journal entry based on these chapters.
4. While you read, Miss Kerry will conference with you about your essays.
Homework:
Step #3 due Monday
September 22, 2016
1. Go over chapter questions from 4 & 5 (homework) with a partner while Miss Kerry checks homework. 2. Engage in a Doublespeak/Euphemism activity: in groups (see below) read the articles and fill out the following document as you analyze the article: The Big 5 (we will go over this document before we start). Tone Handout to help you with Tone/Mood 3. After you fill out The Big 5 sheet, as a group, create a visual and presentation for the rest of the class to share your article (jigsaw), and share the concepts of The Big 5 document that you filled out. Group 1: Mayan, Willa, Jordan, Reed, Daniel, Seth http://www.ugr.es/~jsantana/lies/burnside_doublespeak.htm Group 2: Henry, Mileidy, Adrien, Martina, Hazel, Fausto http://www.damronplanet.com/doublespeak/ Group 3: Samuel, Joshua, Loona, Moritz, Alejandra, Ana Barbara http://www.sourcewatch.org/index.php?title=Doublespeak Homework:
Finish filling out The Big 5 document for tomorrow's class.
September 19, 2016 1. Discuss answers from Chapters 2 & 3 in speed dating format (answering one question at a time with each partner). Answer any clarifying questions with Miss Kerry. 2. Propaganda Activity in small groups analyzing Food Labels and answering the following questions on this Food Labels and Propaganda worksheet. 3. Discuss the language of propaganda in 1984. With your bilingual pair, make a list of the words used as propaganda. Think, Write, Share with the class. 4. Read chapters 4 & 5 and answer the questions as you read (Miss Kerry will meet with you about your in-class essays):
Chapter 4
Describe Winston’s job.
How is the past controlled?
What special literature, music, and entertainment is produced for the proletariat (proles)?
How does Winston feel about his work? What sort of "creativity" is involved?
What is the significance of Comrade Ogilvy?
Chapter 5
What is the problem with obtaining razor blades?
What is revealed about Inner Party philosophy in the discussion between Winston and Syme?
Why does Winston feel that Syme will be vaporized?
Parsons brags about his children for doing what?
What is the significance of the telescreen announcement? (p. 51)
What are Winston’s feelings about the present time after he hears the cheerful announcement on the telescreen?
Homework:
Complete anything from step #4 for Thursday.
September 16, 2016
1. Sit with classmates who picked the same journal entry theme as you to write about; discuss which quotes you chose to represent the theme , and share how the theme is represented (Do not read directly off your paper; instead have a natural discussion about the theme and your entries). 2. Fill up sticky notes chart on the board: A-has/Comments; Questions;Confusions; Vocabulary words. Sit in a semi-circle around the board and discuss as a class. 3. Journal Entry with partner on 2-minute hate. With your partner, describe in detail what happens during a 2-minute hate. Consider purpose, mood, tone, and setting. What specific diction does Orwell use to demonstrate purpose, mood, tone, and setting? Share aloud. 4. Work individually on the following while Miss Kerry meets with you to discuss your diagnostic essay writing: Read chapters 2 and 3 and answer the questions as or after you read in your journals (you can use sparknotes if you need to): Chapter 2
Who are the Parsons and what do they represent?
How do the Parsons’ children behave?
What is Winston's dream about O’Brien?
What is announced on the news? (p. 25)
Chapter 3
What is Winston’s dream about his mother? How does he feel about himself in that dream?
What is his dream about the "Golden Country"?
What does he remember about the big events of the past? Bombs? Past Wars?
Explain the Party slogan, "Who controls the past controls the future; who controls the present controls the past."
What does he know about the legends concerning Big Brother?
2. Read the first 20 pages of the novel together; students fill out sticky notes as we read:
1. A-HAS!
2. QUESTIONS?
3. VOCABULARY.
As we read, discuss comments and questions from chapter 1 in order to better our understanding of the text.
3. Model and engage in first journal activity (step by step as a class first, including how to pick the theme, find a quote, analyze the quote, etc.).
Homework for Thursday:
* read up to page 20
finish sticky notes
complete your first journal entry
September 9, 2016 1. Essay reflection Entry Card: (On one side) What went well with the essay? (On the other side) What do I feel like I need to work on with my writing? 2. Discuss Sustainability unit's essential question using THINK, PAIR, SHARE. What is revolution and how does revolution affect the thoughts, development and peace of a community or country? 3. In your journals, answer the following questions:What are some freedoms you enjoy in your home and community?What freedoms are you denied and why? Do you accept these reasons? 4. After you write, discuss your answers in small groups of 4-5. 5. 1984 Anticipation Guide. Fill out the guide and then complete the written part below, writing more specific paragraphs to explain your stance on the three statements you choose to focus on. 6. Spectrum Activity - 4 corners based on if you strongly agree, agree, disagree, or strongly disagree.
September 8, 2016 Today we will engage in our 70 minute diagnostic essay. You may use your outline, your notes, and the article to write the essay.
September 5, 2016 1. With a partner, present the answers you wrote about your SATIRE example that you found using EBSCO. Stand and Deliver. 2. While you present, your partner will assess your presentation using the Oral Presentation Rubric. The partner will then give feedback using our Growth Mindset vocabulary: "It was effective when..." and "Next Time Try..." (Miss Kerry gives a mini-lesson on this form of critique/feedback.) 3. Student who receives feedback modifies his/her presentation based on the partner's suggestion and delivers his/her presentation again. 4. On Thursday, we will engage in our first in-class essay assignment using the compare/contrast format. This will be a Diagnostic Essay so I can get to know you as a writer. Here is the assignment: https://docs.google.com/document/d/1RNh3hXvE4mUim2YKE4GSrYZWPM2CN6bx2sZ4GaaOaLI/edit?usp=sharing 5. Miss Kerry gives a mini-lesson on the outline and on the compare/contrast essay. 6. Students use the handout (either online or the physical copy) to create their outline. 7. On Thursday, students will complete an in-class essay following this outline. You may all use these outlines (your notes) to write your essay. Homework:
finish your outline for Thursday so you are ready to write your in-class, diagnostic essay
September 2, 2016 1. Check homework (Article Notetaking Document). 2. Review - satire and irony. How are these articles satirical and ironic? 3. Double check Discussion Questions to be sure they are accurate for a Socratic Seminar (Miss Kerry models a discussion question). Questions can refer to the article content and the article satire. 4. Go over the Socratic Seminar Discussion Rules: - "3 Before Me" - Use Textual Examples to illustrate your point - Build upon what others have said - Encourage people who have not shared to speak - When there is a lull in the conversation, use one of your Discussion Questions to get the conversation rolling again 5. Discuss/debrief the Socratic Seminar, the articles and their purpose as entire group (SATIRE, HYPERBOLE, EXAGGERATION). 6. Find an example of a form of media that uses SATIRE. Forms of media can include literature, websites, news articles, blogs, videos, advertisements, television, film, political propaganda, speeches, etc. We will find an example using EBSCO. 7. Mini-lesson on EBSCO as we research:
explora - secondary school (student research center)
EBSCOhost - teacher profile - IB students can use this with their monografias
you can change your lexile range for your level of english/spanish comprehension
you can click on add to folder and it will save your article
you can click on SEND and send the article to yourself or your students
each student can create his/her own account/profile to save his/her articles - we are going to do this the first week in English class
you can listen to any article WITH DIFFERENT ACCENTS
you can take notes
you can put it into a citation format for your bibliography/works cited page; you can send this to yourself
different ways to VIEW it
how to search - might need to put specific topics in quotes "golden rice"
can also do advanced searches
can look at the history of your searches
tutorials section on the website if you need help
can get the app for you phone/android
8. Once you find your EBSCO article or document about satire, answer the following questions: 1. What form of media is used (article, magazine, video, etc.)? 2. What is the purpose of the media? 3. Who is the intended audience? 4. How does this piece of media use SATIRE, HYPERBOLE and/or EXAGGERATION? Why does this piece of media use SATIRE, HYPERBOLE, and/or EXAGGERATION? 5. What are the key words/terms used in the media? Homework:
step #8 will be due on Monday
September 1, 2016 1. Make sure your parents have e-mailed me to confirm that you have all read the syllabus. 2. Entry Card: WHAT DO I LIKE ABOUT ENGLISH CLASS AND WHAT ARE MY STRENGTHS? (on one side) WHAT DO I DISLIKE ABOUT ENGLISH CLASS AND WHAT ARE MY CHALLENGES? 3. Read one of the following articles and fill out the Article Notetaking Sheet as we read (go over the sheet with them). Miss Kerry will assign your groups. The Sacred Rituals of the Nacirema article (Willa, Martina, Mayan, Seth, Reed, Jordan, Daniel, Fausto): https://www.msu.edu/~jdowell/miner.html. The Sacred Rac (Joshua, Samuel, Ana Barbara, Hazel, Henry, Mileidy, Alejandra, Loona, Moritz): http://www.drabruzzi.com/sacred_rac.html 4. Focus on Fixing up two Discussion Questions. Mini-lesson on How to Write a Solid Discussion Question in order to prepare for our Socratic Seminar. We will review this document to help us carefully construct higher level thinking discussion questions. http://blog.adambabcock.com/wp-content/uploads/2013/03/Costa-House-Levels-of-Questions.pdf) 5. Fix up or write new Discussion Questions about the article you read based on above handout. Be sure your questions provoke deep discussion about the articles that we read and annotated for today. 6. Socratic Seminar Rules: - "3 Before Me" - Use Textual Examples to illustrate your point - Build upon what others have said Homework: * Prepare to engage in Socratic Seminar on these article using your Note-taking Sheets, your Discussion Questions, and your Socratic Seminar rules. The Socratic Seminar will take place on Friday.
August 29, 2016 1. Find your bilingual pair using the novel/author cards - these are the books and authors we will be reading this year! 2. With your partner, discuss the quote from the author that is on the back of your cards. Discuss the following questions (THINK, PAIR, SHARE): What is significant about this quote? This quote is significant because... What meaning does this quote imply? This quote means... How do you connect to or relate to this quote? I connect to or relate to this quote because... 3. Each pair will share out their novel, author, quote, and quote significance utilizing the sentence starters (Miss Kerry writes sentence staters on the board). 4. Campus Writing Activity: Sensory/Sense of Place Writing - "La Paz From Where I Sit". In journals, go to your designated space on campus and use your sensory writing skills to write in your journals. Brainstorming Bubbles on board: what do we describe with Descriptive/Sensory writing? How do we tap in to all of our senses and what do we write about? Write for 10 minutes (stream of consciousness/sensory writing) 5. Debrief "La Paz From Where I Sit" writing activity in small groups. In small groups, read your description aloud and have students guess the designated space you were writing in. 6. Share richest, most descriptive phrase or sentence from writing (whole class whip). 7. Peer feedback, "It was effective when..." and, "Next time try..." Talk about Growth Mindset Feedback. Homework:
Read over 10th Grade English Syllabus with your parents; bring back signed on Thursday or have your parents e-mail me that they have read and understand the syllabus.
June 21, 2017
1. Gatsby and vocabulary quiz.
2. Time to work on final project.
Homework:
* Final projects are due Monday, July 3rd
June 19, 2017
1. Start your Cultural Connections Chart in your journals. Create a column that has each chapter and a second column that has the 1920s cultural connection. Find at least one 1920s cultural connection in each chapter in the novel. Fill in your chart with the information.
2. Miss Kerry goes over Final Project (Check out the Final Project)
3. Work on Final Project.
June 21 - quiz and time to work on Final Project
June 23 - time to work on Final Project
June 26-30 - EARTH (keep working on final projects)
July 3 - Final Projects due
July 4 - Share Final Projects during Morning Meeting
June 16, 2017
1. Turn your Themes, Motifs, Symbols sheet in to Miss Kerry (share as google doc).
2. Read the following article //Surging Creativity; The Literary, Visual, and Performing Arts of the 1920s.// (
https://www.highbeam.com/topics/surging-creativity-the-literary-visual-and-performing-arts-of-the-1920s-t11217)
in small groups. Read your section, take notes and annotate as you read - do this part individually. Once you have all taken notes, discuss your group's section of the article and its contents with the rest of your group. Then report out on the contents of your section so that everyone has a solid understanding of that type of Art Form in the 20s. You can use visuals (images, videos, etc.) and symbols if that helps as well. This is a pre-activity to prepare us for our final exhibition - 1920s Cultural Connection Project - to be assigned later in the week.
Article Group/Assignments:
1. Everyone read the Introduction
2. Literature of 1920s (Willa, Daniel, Loona, Samuel, Caleb)
3. Many Stage Productions (Fausto, Ale, Marissa)
4. Harlem Renaissance and Paul Robeson (Mayan, Henry, Rafa, Joshua, John)
5. Worldwide passion for jazz and section on Blues (Mileidy, Sebas, Hazel, James)
6. Dance and Visual Arts (Seth, Ana Barbara)
3. Groups present; everyone takes notes.
4. Start your Cultural Connections Chart in your journals. Create a column that has each chapter and a second column that has the 1920s cultural connection. Find at least one 1920s cultural connection in each chapter in the novel. Fill in your chart with the information.
Homework:
June 14, 2017
1. Finish reading the novel.
2. Finish the Themes, Motifs, and Symbols document from last class.
Homework:
June 12, 2017
1. Meet in groups from Friday's class. Finish Chapter 6 visuals and then present/share with the class.
2. Discuss and dissect Gatsby Symbols and Themes document.
3. Read chapter 7 and 8. As we read, fill out the symbols and themes document.
Homework:
June 9, 2017
1. Sit in a semi-circle around the white board in order to effectively take notes. Each student will teach the class one of the vocabulary words. (CONTEXT AND EXAMPLE SENTENCE)
2. In groups of 3, read chapter 6 aloud and create a visual that represents the content (what happens) and context (setting and environment of content) for the chapter.
3. Discuss and dissect Gatsby Symbols and Themes document.
Homework:
* finish reading chapter 6 for Monday
June 7, 2017
1. Discuss Chapter 4 Analysis in small groups of 3 while Miss Kerry rotates to check homework. Report out as a group.
2. Read chapter 5 and fill out a Vocabulary Log in your journals, or sticky notes if you prefer, as you read; you must include the following information:
- Keep a vocabulary log of new words (words you do not know)
- Write down what you think the meaning of the word is (the meaning you infer) based on the CONTEXT
- Look up the actual meaning of the word, and then write a sentence correctly using the word. The sentence must show that the student understands the definition of the word. You do not need to write the actual definition or a sentence that simply explains the definition.
3. Each student will teach the class one of their vocabulary words. Students will sit in a semi-circle around the white board and take notes.
Homework:
June 5, 2017
Meet with Miss Kerry about homework from last week while everyone individually works on the following:
1. Read Chapter 4 and complete
Homework:
June 2, 2017 - Miss Amy S will be your sub today
1. Discuss homework: character journal entries with quotes. Have each pair from Wednesday write quotes on the board for an assigned character (see below for character assignment). Each pair can then present the quote and answer the following question as they present: What does each quote reveal to the reader about that character?
Seth/Ale - Jay Gatsby
Willa/Mileidy - Nick Carraway
Mayan/Henry - Daisy Buchanan
Sebas/Josh - Tom Buchanan
Loona/Hazel/Samuel - Jordan
Daniel/Rafa - Jay Gatsby
Fausto/Ana Barbara - Nick Carraway
2. Skim through chapter 3 and find 3-4 quotes that infer party details and information about the mysterious Gatsby. Write down the quotes in your journal. Create a visual of the party based on the quotes. Do this individually.
3. Read Chapter 3 (either aloud as a class or individually).
Homework: Finish reading Chapter 3. Find at least one example of intentional diction (like " turkeys bewitched to a dark gold" or "repairing the ravages of the night before." In your journal, copy the quote, note the page number and analyze the effect on the reader of the intentional diction.
May 31, 2017 - Profe Zuniga will be your sub today1. Primary Source Homework Reflection: overall, what did we learn from these primary source documents about the 20s (brainstorming web on the board...circle in the middle with the words 1920s in it, and then write comments around the outside of the circle in a brainstorming web)? Discussion: Why look at primary source documents? To help provide historical, social, and cultural context for the novel (setting - time, place, etc.).
2. Get with your bilingual partner:
Seth/Ale
Willa/Mileidy
Mayan/Henry
Sebas/Josh
Loona/Hazel/Samuel
Daniel/Rafa
Fausto/Ana Barbara
Chapter 1 Questions homework. Discuss the answers to your questions with your partner. Then, skim through Chapter 1 and write down the answers to the questions according to Fitzgerald's stylistic choices as a writer. With your partner, compare what your original answers were to Fitzgerald's writing style choices.
3. With your same partner, read Chapter 2 aloud: while you are reading, actively make a list of characters we have met thus far in your journals. Find two quotes/passages that help describe something about the character (personality, something they say that is significant, etc.). Write down the quotes/passages in your journal.
Homework:
May 26, 20171. Send your Film Critique to Miss Kerry.
2. We are now starting our new unit on The Great Gatsby. Please turn in your Of Mice and Men books.
3. Go to the following link with 1920s Primary Source document.
4. Pick two of the ARTIFACTS from the list that you will analyze using the Primary Source Tool Sheet (I will hand this out to you).
5. Use the Teacher Guide to help you fill out each section.
6. After completing the primary source documents, answer the following questions in your journals BEFORE you start reading Gatsby.
▪ If you were an author, what color(s) would you incorporate in a passage when trying to convey a feeling of freshness and possibly sterility?
▪ What are three specific shades that convey wealth and luxury?
▪ What effect is produced by incorporating wind into a scene?
▪ What would you associate with the word “buoy”?
▪ How can someone, even if feebly, control nature?
What three adjectives would you associate with the actual image of a wedding cake, not the sentiments attached to it?
7. Hand out Great Gatsby books and read chapter 1 (make sure you answer above journal questions before reading chapter 1).
Homework:
May 24, 20171. Finish watching the film. Again, as you watch, take notes that you can then utilize in your written assignment.2. Work on your Film Study assignment (Film Study Assignment document). This will be due on Friday.Homework:* Film Study assignment due Friday
May 22, 20171. Go over the Film Study Assignment document so you are prepared to take notes during the film.2. Start watching the film. As you watch, take notes on the film that you can then utilize in your written assignment.3. You will finish watching the film in your class on Wednesday.
May 19, 2017
1. Miss Kerry gives mini-lesson on the IOC (Individual Oral Commentary).
2. Discuss the IOC using the IOC outline/guide.
3. Write an introduction to O M & M IOC together.
4. Go through the O M & M passage together.
5. Use the Big 5 Analysis sheet while analyzing the O M & M passage.
6. Practice the IOC on your own and record yourself using a device (phone or computer).
May 17, 2017
Final Of Mice and Men Assessment; Fishbowl Discussion!
May 15, 2017
1. Character Chart Self Evaluation (4, 3, 2, 1 - Corners)
2. Concentric Circle Character Chart Discussion using the Red/Green Cards. Fill in your chart with extra information as you go and utilize sentence starters on the board.
3. Time to work on your final assessment (Fishbowl Presentation) for Wednesday.
Homework:
May 12, 2017
1. Miss Kerry checks #6 on Tone and Mood Workshop document while students share in groups of three.
2. Miss Kerry reads the end of the book aloud while students finalize Character Chart.
3. End of the book Journal Entry: answer the question in your journals, then discuss in pairs, and then debate the question: "Do you believe George's actions at the end of the novel are justified? Why/why not?"
4. Make a T-Chart on the board of why his actions are justified on one side, and why they are not on the other side.
5. Fishbowl Discussion Preparation for Wednesday
Homework:
* finish Character Chart for Monday
May 10, 2017
1. Mingle, mingle, mingle to discuss #1-5 on the Tone Workshop document with your classmates.
2. Miss Kerry reads chapter 5 aloud while students continue filling out Character Chart.
3. Engage in question #6 on the Tone and Mood Workshop document.
Homework:
* complete #6 on the Tone and Mood Workshop document
* finish reading Chapter 5
May 8, 2017
1. Engage in chapter 4 Analysis Questions in journal while Miss Kerry checks progress on your Character Charts (they do not have to be done yet):
- What happens in Chapter 4 and why is it significant?
- What purpose does the character of Crooks serve?
- What purpose does the dialogue between Crooks and Lennie serve; how does it contribute to the reader's understanding of the story and/or the characters?
2. Discuss journal answers in small groups.3. Engage in Tone Workshop. Utilize Words to Describe Tone document.
Homework:
May 5, 2017
1. Chapter 3 Debrief Activity - in groups, make a list of the Top 10 events/situations that happen in Chapter 3. (#1 being the most important, #10 being the least important.)
2. Share with the class and discuss your reasons behind choosing which events are the most important and which are the least important (in your group's opinion).
3. Miss Kerry reads chapter 4 aloud while students fill out the Character Chart.
* finish reading Chapter 5 for Monday
May 3, 2017
1. With a partner, debrief your homework of describing Lennie's and George's relationship while Miss Kerry checks everyone's homework.
2. Mingle, mingle, mingle with people to fill in more literary terms and stylistic devices from chapter 2. Each student will share and teach one on the whiteboard.
3. Miss Kerry hands out the
Homework:
April 28, 2017
1. Warm Up - Take out your Steinbeck Impersonation descriptive writing pieces. Share aloud at your table groups (3-4 people per group). Mr. Sean will come and mark your papers with a "check" so I know you have completed them.2. As each student reads, write down descriptive word choices that you hear from each descriptive writing piece.3. Take out your books and your journals: complete the following reflective journal question on Chapter 1 (handwritten in your journal):Describe George and Lennie's relationship. Use 2-3 specific textual quotes and evidence that help support your description of their relationship.
4. Read Chapter 2. While you are reading, engage in Chapter 2 Active Reading: fill out the following
Use these resources to help you:
Literary Terms website
Stylistic Devices website
Homework:* Finish reading chapter 2 and continue filling out your Literary Term/Stylistic Device Chart for Monday
April 26, 2017
1. Show your 3 paragraphs on the photos to Miss Kerry. Read over the Language Objective vocabulary on the wiki from Monday's class. Read through each of your paragraphs and, as you read, underline or highlight where you use specific vocabulary from the Language Objective list.
2. Share paragraphs in small groups of three. Each person will read aloud one of their paragraphs. As they read, the other two will write down the vocabulary words they hear (at least four words) and the descriptions of the photo that connect to that vocabulary word.3. Respond to two of your colleagues' responses on this google document.
4. Hand out Of Mice and Men novels to begin reading. Miss Kerry reads aloud first section while students sketch the descriptive scene.
5. Complete the descriptive writing chart based on the opening scene in the novel.
6. Engage in Steinbeck copy cat impersonation writing activity related to your own home or a special space to you. Connection to Written Task 1 (creative written task).
7. Finish reading chapter 1 for Friday.
Homework:
April 24, 2017
1. Your 3 photograph paragraphs are due today! Please open those up or take those out to start class today.
2. Read over the Language Objective vocabulary on the wiki from Monday's class. Read through each of your paragraphs and, as you read, underline or highlight where you use specific vocabulary from the Language Objective list.
3. Share paragraphs in small groups of three. Each person will read aloud one of their paragraphs. As they read, the other two will write down the vocabulary words they hear (at least four words) and the descriptions of the photo that connect to that vocabulary word.
4. Complete Parts I & II of the Of Mice and Men Anticipation Guide. For Part II, post your explanation on this google document.
5. Go over a handout with slang words and vocabulary in Of Mice and Men.
Homework:
April 21, 2017
1. Miss Kerry will be grading your final drafts that you have finished for today.
2. Finish your New Deal visuals with your group.
3. Each group presents the New Deal visual to the class.
4. America in Color photos (http://www.pbs.org/kenburns/dustbowl/photos/)
Pick three photographs and write a descriptive, analytical paragraph to describe the specific contents of that photograph (consider image, body language, facial expressions, clothing, weather, contents of the photo, setting/environment, etc.). Use the words below (at least 10 per paragraph) to describe each of the three photographs. You will write three paragraphs in total (one for each picture).
Language Objective:
Elements: angle, line, scale, shape, texture, patterns, light
Arrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unity
Image - tone (words to describe tone), style, structure, medium, genre* Intertextuality - connections amongst a variety of texts
Movement - that can be seen or felt in the image
Context Created - culture, symbols, background, social, political, economic
5. Work on presentation/letter to 12th graders (for Thurs, April 27th)
Homework:
April 19, 2017
1. Go over your Mini Extended Essays with feedback from Miss Kerry.
2. Fix and edit your essays (based on Miss Kerry's suggestions) while Miss Kerry meets with each of you.
3. When you finish, please start the following activity:
2. Background Research Small group activity (4 groups). Read through your assigned section. Create a Visual that represents a synopsis of your section (can include words, images, etc.) and be prepared to present to the class:
http://newdeal.feri.org/nchs/docs02.htm
Group 1 (Willa, Samuel, Henry, Ale): Article One
Group 2 (Mayan, Sebas, Mileidy, Josh): Article Two
Group 3 (Fausto, Hazel, Rafa, Daniel): Article Four
Group 4 (Seth, Loona, AB): Article Five
Homework:
March 20, 2017
1. Go over the week schedule.
2. Debrief Dissertation presentations from Friday.
3. Peer Edit your essay with a partner.
4. Turn in essays to Miss Kerry.
On Thursday:
* Wellness Workshops - Harm Reduction Role Play and Age Gap Laws in Costa Rica
March 17, 2017
1. Prepare for your Dissertation. Set up the room and practice in your table groups.2. 11:20-11:50am - Dissertations with teacher and student panels.Homework:* Final drafts of your essays due Monday
March 16, 2017
1. Prepare for your Mini Thesis Dissertation tomorrow and utilize the following format and sentence starters (see below).
2. Peer Edit your essay with a partner assigned by Miss Kerry utilizing the Peer and Self Editing Guide.
Thesis Dissertation Format to follow with Sentence Starters:
2. Main Point Number 1:
- My first main point is:
- One piece of evidence that proves this is:
- Another piece of evidence that proves this is:
3. Main Point Number 2:- My second main point is:
- One piece of evidence that proves this is:
- Another piece of evidence that proves this is:
4. Main Point Number 3:- My third main point is:
- One piece of evidence that proves this is:
- Another piece of evidence that proves this is:
5. Conclusion:j. In essence, my thesis is:
k.And my main points that prove this these are:
March 13, 2017
1. 35 minutes of finalizing your essay time. (If you finish ahead of time, start working on your Thesis Dissertations for Friday).
2. 35 minutes of self-editing your essay.
Self-Editing - engage in the following steps (Miss Kerry will walk you through):
1. Find your thesis in your introduction and make sure it is clear. Highlight it.
2. Find your main points in your introduction and make sure they are clear. Underline them.
3. Find the topic sentence in your first body paragraph and make sure it explains your main point.
4. Find the evidence that supports your first main point. 1-3 pieces of evidence with correct MLA formatted citations.
5. Repeat steps 3 & 4 for each body paragraph.
6. Be sure you restate your thesis and main points in your conclusion. Also, be sure you have an ending sentence that is inspiring and persuasive for the reader.
7. Check your essay for the words: really, totally, and very. If you have them, delete them.
8. Check your essay for the words: big, good, bad, stuff, things. If you have them, find a more formal, specific word.
9. Check your essay for fragments (incomplete sentences) and run-ons (sentences that go on and on and should be divided into more than one sentence). Use commas, semi-colons, and colons as necessary.
9. Check your essay for appropriate MLA format (in-text citations, works cited page, 12 point font, Times New Roman, double spaced, paragraphs indented, etc.).
10. Check your essay for any red or green underlined words (errors the computer has detected) and fix them.
3. Peer-Editing: We will peer edit using this Peer and Self Editing Guide (Miss Kerry will assign partners).
Homework:
* Next draft due Thursday
* Thesis Dissertation Presentations due Friday
March 10, 2017
(see Thursday's lesson)
1. Miss Kerry gives a mini-lesson on introductions, body paragraphs, and conclusions.
2. Continue working on your first drafts due Monday.
Homework:
* Monday you will have 35 minutes of class time to work on your drafts and then 35 minutes of self-editing that I will walk you through
March 9, 2017
Miss Erika will be your substitute teacher today.
You have the entire period to work on your Mini-Extended Essays:
1. Be sure you have your thesis and points.
2. Begin writing, utilizing and following the__outline__
3. Remember to check out this website if you need help with transition words and phrases.
Homework:
March 6, 2017
1. Miss Kerry checks your Works Cited pages (due today).
2. Reflect on the reading in our journals: Journal Entry - Explain how Friends and Enemies are juxtaposing vignettes that demonstrate a grand paradox. Why would O'Brien include these vignettes in his novel? Discuss journal entries. (This was optional.)
3. Mini-lesson on Thesis and Main Points for essay. Write your thesis and points.
4. Opening Journal Entry: According to O'Brien (and the reading homework for today), How do you Tell a True War Story? Reference specific writing techniques that he uses and recommends in this vignette. Discuss using brainstorming bubbles on the board.
5. Miss Kerry reads the next vignette aloud to you: The Dentist.
Mini Extended Essay Next Steps:
Constructing the essay (March 6-17):
- thesis and 3 main points
- __outline__
- first draft (due Monday, March 13th)
- __personal edit__
- next draft
- __peer edit__
- next draft
- Miss Kerry conference
- final draft due: Friday, March 17th
- Mini-presentations (dissertations): Friday, March 17th
Homework:February 27, 2017
1. Complete the On The Rainy River activity.2. Lessons in:MLA Format
Citing sources
__Creating a Works Cited page__
Homework:
- read next vignettes (Enemies/Friends - optional; How to Tell a True War Story - mandatory)
- complete a Works Cited page for next Monday
(Note: no class the rest of the week since you will be on a field trip)February 24, 2017
1. Finish O'Brien speech jigsaw presentations.
2. Continue annotating your 5 sources (this will be due on Monday).
3. Read On The Rainy River.
Homework:
* finish annotating your sources
* read On The Rainy River
February 23, 2017
1. Students are placed in five groups of 3.
2. Students discuss their The Things They Carried Reflection Questions while Miss Kerry circulates to check the 3 credible annotated sources as well as the novel questions.
3. Rotate our groups of three. In your new group, jigsaw the O'Brien speech found here. Read and/or listen to your group's section, take notes, and report out to the class.
Homework:
February 20, 2017
1. Collect Siddhartha books that are still out.
2. Finish reading first vignette while answering the questions on the handout from Friday's class.
3. Continue annotating/note taking on your 5 sources.
Homework:
February 17, 2017
1. Miss Kerry gives mini-lesson on Annotating our 5 Sources:
- quoting
- summarizing
- paraphrasing
2. Take notes on sources.3. Answer the following question in our journals as a pre-reading activity to The Things They Carried: What do you "carry" with you? Consider what you carry physically, mentally and emotionally on a daily basis.
4. Hand out books and Things They Carried Terms and Questions handout
things they carried terms and questions.odt
Homework:
February 16, 2017
1. Final Siddhartha Presetations: Joshua, Daniel, Loona, Samuel, Mileidy
2. Turn in Siddhartha books.
3. Continue working on Mini Extended Essay: goal is to have 5 Credible Sources by the end of class tomorrow.
Homework:
February 10, 2017
1. Continue working on River Project which is due on our field trip on Tuesday. Bring your project and be prepared to present while we are on the field trip.
2. Finish reading the Siddhartha novel by Tuesday.
Homework:
February 9, 2017
1. Analyze your nature/river passage following the River Project Question guide.
2. Begin your artistic piece for your final project (we will have time to work on this today and tomorrow in class).3. Read OM.Homework:* finish reading OM* final River Project due Tuesday on field trip (I will use the rubric to grade you on the trip.)
February 6, 2017
1. Mini-lesson on "How to Find a Credible Source":
Additional Questions:
- Where can I go to find a variety of sources? (for example, someone in the community who is an expert; EBSCO; the Library; etc.)
- Credibility of sources; how do I know my sources are credible (should have more sources than you will use)
- Relevance and diversity/variation of sources; how do I know my sources are relevant to my research topic/essential question (should have more sources than you will use).
2. Start to find sources on your topic; find two and check to make sure they are credible.3. Introduce the Siddhartha River Project.
Homework:
* find two credible sources for your Mini Extended Essay
* finish reading The Son
* find a quote/passage about the river and/or nature (anywhere in the book) for your Final River Project
February 3, 2017
1. Write one of river your quotes on a poster (along with a design) and we will each present our quote and its perceived meaning.
2. Read The Ferryman chapter.
3. Read through the following summary and analysis of The Ferryman chapter: http://www.litcharts.com/lit/siddhartha/part-two-chapter-9-the-ferryman
4. With a partner, make a list of the 5 most important events in this chapter (#1 being the most important and #5 being the least important).
Homework:
* Begin preliminary research on your essential question
* Read The Son for Monday
February 2, 2017
1. Miss Kerry meets with each student about their Mini-Extended Essay essential question while...
2. Find two powerful quotes about the river from the "By the River" chapter and write them in your journal. Then, answer the questions below in relationship to you quote:
- What does this quote mean?
- What does the river symbolize in this section of the book?
- How does the river’s meaning in this quote directly connect to the themes and concepts in the rest of the novel?
- What is going on during this section of the book and how does the river help to explain that?
- What literary devices, structure, diction, and conventions does Hesse use in this passage and how do they affect meaning?
3. Write one of your quotes on the board and discuss the symbolism/allegory of the river.January 30, 2017
1. Sansara debrief (Questions? and A-has!) on board...student lead.
2. Introduce Trimester 2 Mini-Extended Essay Project.
3. Work on brainstorming topics for the Mini-Extended Essay under the themes of Land and Sea, Wellness, and our two novel studies.
4. Try to pick a topic and create an essential question related to the topic (Miss Kerry gives mini-lesson).
Homework:
* write an essential question for Thursday
* read By the River for Thursday
January 27, 2017
1. Students present their IOCs in pairs. The partner checks to make sure each component is present (as well as keeps time). At the end, the partner provides feedback: "It was effective when.." and "Next time try..." The partner will due this utilizing the IOC Feedback Document.
2. Discuss what went well and what you want to work on (Exit Card or debrief on the board).
3. Read Sansara and Beside the River.
Homework:
January 26, 2017
1. Students receive With the Childlike People 40 line passage for practice IOC as well as the Big 5 Analysis document.
2. Miss Kerry leads them through step by step process (see IOC outline)
Introduction
Audience/Purpose
Content/Context/Theme
Tone/Mood
Stylistic Features/Literary Devices
Structure
Conclusion
3. Students take notes, find 2-3 examples in each category, and prepare.
January 23, 2017
1. Miss Kerry checks Venn Diagrams while students collectively fill out giant Venn Diagram on the white board.
2. Discuss/debrief Venn Diagram; add to your own; save yours in a space where you can easily access it because we will be writing an essay on this topic and adding to our Venn Diagram as we continue to read the novel.
3. Read With the Childlike People chapter, and we will focus on a 40 line passage from this chapter and engage in a practice IOC with a partner. Miss Kerry will walk you through the steps.
IOC STEPS:
1. Discuss the IOC outline document.
2. Be sure you have 2-3 textual examples in each of the Big 5 categories.
3. Miss Kerry gives a mini-lesson on the introduction and conclusion you should use for your IOC (see IOC outline document).
4. Miss Kerry gives a mini-lesson on effective transition words and phrases and Literary Devices (Literary Terms website)5. Present to your partner utilizing an IOC format (practice IOC).
Homework:
* read With the Childlike People for Thursday
January 20, 2017
1. Kamala debrief in journal (T-chart: comments on one side, questions on the other).
2. Kamala debrief as a whole class on the board.
3. As a group, we will sit in a circle and read the following article together. As we read, take notes on the parallels you see between the article and Siddhartha's story (based on what we have read thus far in the novel and also based on our studies of Buddhism) and the differences you see. We will draw and use Venn Diagrams to take notes on this.
http://chsenglishap3.weebly.com/uploads/1/3/5/2/13523052/death_of_an_innocent-original_outside_magazine_article.pdf
4. Shares notes on the similarities/parallels and the differences we see between the two works.
Homework:
* finish reading the article above
* finish filling out your Venn Diagram
January 19, 20171. Introduce The Big 5 IB Analysis utilizing the IOC Outline document. 2. Miss Kerry will go over each of the Big 5 with you and then you will be assigned one of the Big 5 from either the Gotama or the Awakening chapter: GotamaAudience/Purpose - Seth Content/Theme - WillaTone/Mood - Ale/RafaStylistic Devies/Literary Terms - HazelStructure - Samuel/Joshua AwakeningAudience/Purpose - Henry/FaustoContent/Theme - MayanTone/Mood - Mileidy/SebasStylistic Devies/Literary Terms - DanielStructure - Loona/AB3. With sticky tabs, skim through your chapter and find examples for your Big 5 element. Find textual 2-3 examples and write them down on your stick tab. 4. Then, we will share a chart on the board with our sticky tabs and each student will explain/teach their sticky tab (while we sit in a semi-circle around the board).Homework:* read Kamala for Friday
January 16, 2017
1. Loona presents her Buddhism presentation.
2. In rotating pairs (speed dating), discuss lyrical passages from Friday's class.
3. Response to Chapter 2 on a google doc with a partner: What is a Samana? Reread the description in Chapter 2 of the Samanas: with your partner, write your definition of a Samana on this google doc:
4. We will then all decide on one collective definition.
5. Consider the following questions:
What would it be like to be a Samana in today's society? What would a modern day Samana look like and do? Be specific. In your journals, and then on the board create a T-chart that compares a Samana of Siddhartha's time to what a Samana might look like in today's society.
Homework
January 13, 20171. Finish our Introduction to Buddhism presentations.2. Hand out Siddhartha books.3. What is lyrical language (think, pair, share)? Brainstorming web on the board.
4. As we read Chapter 1, find 2 passages in the first chapter that illustrate the lyrical language used in this novel. Fill out the lyrical language analysis template below (one for each passage). Remember, for IB exams we have to hand write, which is why are are handwriting our answers. (Miss Kerry gives example of lyrical passage and explanation of meaning first.)The passage I chose that illustrates lyrical language is:
Some examples of lyrical language in the passage are:
The overall purpose/message of this passage is:
I know this because:
5. Miss Kerry reads Chapter 1 aloud while students fill out the lyrical language analysis templates as they read along and listen.
Homework:
January 12, 2017
1. Buddhism presentations. Take notes while your colleagues present.
January 9, 2017
1. Entry Card - What do I know about Buddhism?
2. Complete the Buddhism Research activity (webspace.ship.edu/cgboer/buddhaintro.html). We will have some time to work in class and then present on Wednesday. Please use your own words to explain your topic.
Step 1: Each student is assigned a topic.
Step 2: Read through and take notes on your topic
Step 3: Learn and understand your topic (become an expert)
Step 4: Put together a mini-presentation on your section to present to the class on Thursday; be sure to include some sort of visual as well.
3. Read Hesse's biography on the Nobel Prize page:
http://www.nobelprize.org/nobel_prizes/literature/laureates/1946/hesse-bio.html
Homework:
January 6, 2017
REMINDER - CHECK YOUR HOUSES FOR THE CRUCIBLE BOOKS AND BRING BACK TO SCHOOL!!!
1. With your group from Wednesday's class, put all of your answers together into a visual that summarizes your answers for each station's discussion question. The visual representation may include illustrations, symbols, words, charts/diagrams, etc.
2. Each group presents and explains their visual.
3. Fill out the Anticipation Guide. Do not fill out the final column.
4. Activity to go over our answers on the Anticipation Guide and to fill in the final column based on group majority.
5. Look over this website during the weekend and on Monday we will each research a section on Buddhism in order to comprehend the social and cultural context of the novel we will begin next week: webspace.ship.edu/cgboer/buddhaintro.html
Step 1: Each student is assigned a topic.
Step 2: Read through and take notes on your topic
Step 3: Learn and understand your topic (become an expert)
Step 4: Put together a mini-presentation on your section to present to the class on Monday; be sure to include some sort of visual as well.
January 5, 2017
Step 1: Write down words to describe this picture; consider color, content, theme, style, symmetry, dimensions, and composition: you can use words in any language.
Here are some examples of language you can use when describing and image:
Elements: angle, line, scale, shape, texture, patterns, light
Arrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unity
Image - tone, style, structure, medium, genre
Intertextuality - connections with this image to other texts
Movement - that can be seen or felt in the image
Step 2: Discuss your words/descriptions with a partner: if you used words in another language, discuss those with your partner and try to find the word in English that best connects to the word you used in another language.
Step 3: Using some of the words you have from your pre-writing, you will now write an academic paragraph description of this image. We will use RAFTS guidelines for this.
R - role
A - audience
F - format
T - topic
S - strong verb
Your Role: You are a Caption Writer who writes captions to describe works of art displayed in a museum.
Your Audience: People who are coming to the museum to view the art and who read the descriptive captions of the art.
Your Format: You will write a descriptive, academic paragraph of the image, including an explanation of ALL components of the image; comment on the separate parts of the image such as the nature, the humans, the colors, the mood, purpose, audience, content, theme, composition, etc.
Your Topic: The above image.
Your Strong Verb: DESCRIBE, EXPLAIN, INVOKE
Step 4: We will share our descriptions aloud in groups of 3.
Step 5: We will read through our descriptions and find any references to religion, spirituality, and nature (underline or highlight). And circle any vocabulary words you used from above.
2. Group Activity:
- Discuss the following questions/statements with your group.
- Create a group description or shared answer for each of the statements/questions.
- As you discuss (or after you discuss, if you prefer), each individual will take notes on the discussion in their journals.
Station 1- Define the relationship between humans and nature.
Station 2- What does it mean to be enlightened and what does it "look like" in life?
Station 3- What purpose does self-denial serve? What purpose does self-indulgence serve?
Station 4- What is the difference between wisdom and knowledge? Which is more important? How do you acquire wisdom/knowledge?
- After completing all stations, each group creates a visual that explains/represents their answer s at each station (can be a drawing, written response, diagram, chart, etc. or any combination of all of these)
(If you missed class, please answer each question on your own in your journals.)December 1, 2016
1. Crucible Scene Presentations!
Remember to also share with me your Scene Study Analysis.
November 28, 2016
1. Acting activity/warm-up (grocery list).
2. Work on scene presentations (due Thursday).
3. Work on portfolios (see below).
Homework:
November 24, 2016
Start working on your portfolios, which are due on Tuesday!
Here is what we have done this trimester; you can refer to this list when you fill out your PORTFOLIO
The Body Rituals of the Nacirema
read and discussed article
diagnostic essay
6+1 Traits of Writing
activities on ideas, organization, voice, word choice, sentence fluency, conventions and presentation
grammar activities (semi-colon and colon)
1984
thematic journal entries
chapter questions
language and propaganda
Fishbowl
Historical Leader and 1984 essay - MLA, credible sources, etc.
The Crucible
McCarthyism
historical context of the play
reading and acting
scene reflections
scene presentations
November 21, 2016
1. Check and debrief Act IV reflection.
2. Go over final assessment:
Scene Study:
Scene Study Rubric:
3. Create groups and begin working on Scene Presentations.
Please note: I will give you time to work on your portfolios on Thursday.
November 18, 2016
See Thursday's agenda and we will continue with it.
November 17, 2016
1. Finish reading Act III on the stage. Take notes as we read related to the reflection.
2. Act III reflection: Describe how the girls' use of chaos affects the dynamic of the courtroom and influences the authorities' decision. Cause and Effect Discussion and Activity.
3. Read Act IV together in a circle on the floor.
4. Act IV Scene Reflection:
Why did the authorities not stand their ground against the girls? Why is Hale trying to get Danforth to pardon all the accused? Why won't Danforth pardon them? Describe the Protcors' situation and its outcome.
5. Start Scene Presentations!
We will work on Friday:
- finish reading the book
- Act III and IV Scene Reflections (see steps 2 and 4 above)
- Start checking out the Scene Study below:
Scene Study:Scene Study Rubric:
November 14, 2016
1. Act II Reflection Debrief utilizing rotating speed dating pairs.
2. Read Act III together on the stage.
3. Act III Scene Reflection: Describe how the girls' use of chaos affects the dynamic of the courtroom and influences the authorities' decision.
Homework:
November 11, 2016
During class today, Miss Kerry will be filming you for the Don Ruetz/North Campus Origins Video.
1. Read Act II in a circle together; Write down questions, predictions, and observations on the board as you are reading.
2. Act II Reflection individually in your journals:
- Describe the tone and mood of Act Two. Check out this Tone Vocabulary document to help you find specific, descriptive word choice.
- What is the purpose of Act Two?
- What is all the compiled evidence against the Proctors in order to condemn Elizabeth?
Homework:
* finish above steps for Monday (rewrites due Thursday)
November 10, 2016
1. T-chart on the board from journal entry homework: what do you believe to be true and what do you believe to be fabricated?
2. Engage in North Campus/Don Reutz Reflection and Gratitude Activity. Filming will take place in class on Friday.
3. Miss Kerry hands back 1984 essays. Read through, discuss, and make edits. Optional rewrite due for a better grade one week from today (November 17th).
Homework:
November 7, 2016
1. Jordan and Reed present Sarah Good interview.
2. Jordan presents her make up Fishbowl presentation.
3. Divide class in two; continue reading the remainder of Act I, but each group will perform their section on the stage while presenting.
Homework:
- Finish reading Act I
- Engage in an Act I journal reflection: What are your opinions on the chaotic series of events thus far? What do you believe to be true? What do you believe to be fabricated? Why? (Write, Pair, Share)
Fun Facts: Rebecca Nurse's genealogy:Rebecca NurseMary Nurse Tarbell Cornelius Tarbell Cornelius Tarbell Jr. Mary Tarbell Ingalls Rebecca Ingalls Farnham Susan Farnham Williams Bertha Williams de Yongh Field Gladys de Yongh Field Herman Louise Herman McClennen Walter McClennen Abel McClennen
November 3, 2016
1. Moritz will present (make up work for the fishbowl)
2. Pairs present their Crucible Introduction in order:Henry/Martina (just Henry)Samuel/MayanWilla/MileidyHazel/LoonaAB/Jordan (just AB)Fausto/JoshuaReed/AleSeth/Moritz3. Miss Kerry presents Crucible power point
* Tomorrow (Friday) you will have Art instead of English. Please go to the Art Room at 1:40p.
October 31, 2016
1. Students present their oral interviews and we all take notes in our character graphic organizers during the presentations.
2. Hand out Crucible novels.
3. Read your assigned section of the introduction (with bilingual partner). Annotate and share important information of your section with the class.
Online text (if interested).
Homework:
October 27, 2016
(Reminder - journal entries were due yesterday.)
1. Fishbowl Reflection on index cards:
- What did I enjoy about the Fishbowl? Why?
- What were my strengths during the Fishbowl? Why?
- What were my challenges during the Fishbowl? Why?
- What is something I can do next time to improve my performance during the Fishbowl?
2. Historical Figures from The Crucible Oral Narrative Activity: complete the research on your assigned individual and be prepared to present your Oral Narrative Interview Report in class on Monday.
3. Origins of Halloween (if you are interested):
http://www.loc.gov/folklife/halloween.html
http://www.history.com/topics/halloween/history-of-halloween
4. The Monkey's Paw short (scary) story (if you are interested):
http://www.gutenberg.org/files/28731/28731_index.html
http://www.gutenberg.org/ebooks/12122?msg=welcome_stranger
Homework:
October 27, 2016
FISHBOWL!
October 21, 2016
1. Oral Sentence Patterning Chart activity on Big Brother, Winston, and O'Brien.
2. Work on the following, all due next Thursday:
- Finish the novel
- Complete the final Journal Entry (#5)
- Prepare for the Final Assessment; the Fishbowl Discussion
- Be prepared to turn in all 5 Journal Entries
Homework for next Thursday:October 20, 2016
1. Final drafts of essay are due to Miss Kerry as a google doc. Please share your essay with Miss Kerry and be sure to write your name on the title of the google document.
2. Complete journal entry #4 based on chapters 1-2 of part Three of the novel. Be sure to analyze a theme you have not yet analyzed.
3. Finish reading the novel.
4. Final Journal Entry (#5) on the end of the novel.
5. Discuss, assign, and go over Fishbowl Assignment for 1984. Your participation in the Fishbowl will be assessed utilizing this Fishbowl Rubric.
Homework (you will have some time to work on this tomorrow during class):
* finish reading the novel
* the fishbowl will be on Thursday
* journal entries will be due on Thursday
October 14, 2016
Check out this year's Nobel Prize for Literature winner.
1. THINK, WRITE, SHARE. Think, write in your journals (answer the question below), and then share using concentric circles.
Chapter 10 Analysis Question:
After his first formal meeting with O'Brien, Winston receives a book, ostensibly written by Emmanuel Goldstein. In reading passages from this book, Winston is further enlightened as to how the current society came into being. Focus on these passages, and in particular, on the theory of the High, Middle, and Low classes (p. 179). If true, what does this theory hold for the proles? Is Winston's plan for the proles now altered? Why or why not?
2. Self-Editing - engage in the following steps (Miss Kerry will walk you through):
1. Find your thesis in your introduction and make sure it is clear.
2. Find your main points in your introduction and make sure they are clear.
3. Find the topic sentence in your first body paragraph and make sure it explains your main point.
4. Find the evidence that supports your first main point; you should have evidence from 1984 and from research on your historical leader.
5. Repeat steps 3 & 4 for each body paragraph.
6. Be sure you restate your thesis and main points in your conclusion.
7. Check your essay for the words: really, totally, and very. If you have them, delete them.
8. Check your essay for the words: big, good, bad, stuff, things. If you have them, find a more formal, specific word.
9. Check your essay for appropriate MLA format (in-text citations, works cited page, 12 point font, Times New Roman, double spaced, paragraphs indented, etc.).
10. Check your essay for any red or green underlined words (errors the computer has detected) and fix them.
3. Peer-Editing: We will peer edit using this Peer and Self Editing Guide (Miss Kerry will assign partners).
Homework:
October 13, 2016
1. Work on first draft of essay (due tomorrow).
2. Double check the following:
MLA Format & Checklist
MLA Works Cited Overview
Homework:
* first draft due tomorrow (Friday)
* tomorrow in class we will self edit for 20 minutes, then peer edit for 20 minutes, and then read the novel together
Extension Activity:
October 10, 2016
1. Organization Activity - put together an essay.
2. Go over how to write a conclusion.
3. Check completed outlines.
Here is a helpful link for transitions:
http://www.smart-words.org/linking-words/transition-words.html
Here is the MLA Online Writing Lab link:
https://owl.english.purdue.edu/owl/resource/747/15/
4. Mini-lesson on MLA format and IN-TEXT CITATIONS. Use the following MLA Power Point with links source to help you:
5. Work on First Draft, which will be due on Friday when we peer and self edit.
6. Skim "Goldstein's book"; read through when Winston stops reading and then starts again; read chapter 10.
Homework:
October 7, 2016
1. Continue working on outline for 1984/historical leader essay.
2. Read chapters 6, 7, 8 and 9.
Homework:
October 6, 2016
1. With your bilingual pair, come up with your top 5 events from Chapters 4 and 5; write them on the board.
2. If you have not already, have your thesis and points checked by Miss Kerry.
3. Work on your Essay Outline using the following outline as a guide:
4. Go over example outline from one of last year's students:
Miss Kerry reads aloud to you: The Dentist.
essay outline 1984.pdf
Homework:
October 3, 2016
1. Complete Journal Entry #3 from Part II; Chapters 2 & 3 that we read for today.
2. Work on Thesis and Main Points for your essay (mini-lesson with Miss Kerry); have checked by Miss Kerry
3. Continue reading in small groups with active reading activity: read chapters 4 and 5 and decide the top 5 most important events that happen in these chapters (#1 is the least important and #5 is the most important).
Homework:
September 30, 2016
1. Meet with the classmate researching the same historical figure as you. Discuss connections you have made thus far between your historical figure and the 1984 novel.
2. Sit in a circle and report out on your connections (Actively listen to each other; perhaps you will discover more connections about your own historical figure by listening to your peers!)
3. Read Part II, Chapters 2 & 3.
Homework:
* finish reading the assigned chapters for Monday
September 29, 2016
1. Homework check: T-Chart on the board: one side students write their most important points from chapter 8; on the other side students write their predictions and evidence.
2. Give students time to research. 5 sources are checked with Miss Kerry (specifically, those sources that are not from EBSCO) during class time.
Homework. Can take notes on note cards, or on your computer (note card app). Check out this google doc on How Do I Know if my Sources are Credible.
September 26, 2016
1. Highlight quote and analysis from journal entry; each person shares theme, quote, and explanation of how the quote represents the theme.
2. Assign Historical Leaders Research Project: discuss timeline, objectives and dates.
3. Research for your essay using EBSCO. As you research, be sure to save any articles that will work for your essay in your English Class Essay Folder on EBSCO. Encyclopedias do not count as one of your five sources.
4. Guided Reading Activity for chapter 8. With your partner, listen to the audio version of 1984 and complete the bulleted points below as you read (typed or in your journals):
https://www.youtube.com/watch?v=auwRj4Yru-E
https://www.youtube.com/watch?v=xMzBETLocS
- What are the most important points in this chapter? List them.
- What are your predictions about the next section of the book? What evidence supports your predictions?
Homework:September 23, 2016
1. As a group, create a visual based on your Big 5 Analysis Sheets that you can present and explain to the class.
2. Presentations.
3. Read Chapters 6 & 7 and complete your second journal entry based on these chapters.
4. While you read, Miss Kerry will conference with you about your essays.
Homework:
September 22, 2016
1. Go over chapter questions from 4 & 5 (homework) with a partner while Miss Kerry checks homework.
2. Engage in a Doublespeak/Euphemism activity: in groups (see below) read the articles and fill out the following document as you analyze the article:
The Big 5 (we will go over this document before we start).
Tone Handout to help you with Tone/Mood
3. After you fill out The Big 5 sheet, as a group, create a visual and presentation for the rest of the class to share your article (jigsaw), and share the concepts of The Big 5 document that you filled out.
Group 1: Mayan, Willa, Jordan, Reed, Daniel, Seth
http://www.ugr.es/~jsantana/lies/burnside_doublespeak.htm
Group 2: Henry, Mileidy, Adrien, Martina, Hazel, Fausto http://www.damronplanet.com/doublespeak/
Group 3: Samuel, Joshua, Loona, Moritz, Alejandra, Ana Barbara http://www.sourcewatch.org/index.php?title=Doublespeak
Homework:
September 19, 2016
1. Discuss answers from Chapters 2 & 3 in speed dating format (answering one question at a time with each partner). Answer any clarifying questions with Miss Kerry.
2. Propaganda Activity in small groups analyzing Food Labels and answering the following questions on this Food Labels and Propaganda worksheet.
3. Discuss the language of propaganda in 1984. With your bilingual pair, make a list of the words used as propaganda. Think, Write, Share with the class.
4. Read chapters 4 & 5 and answer the questions as you read (Miss Kerry will meet with you about your in-class essays):
Chapter 4
- Describe Winston’s job.
- How is the past controlled?
- What special literature, music, and entertainment is produced for the proletariat (proles)?
- How does Winston feel about his work? What sort of "creativity" is involved?
- What is the significance of Comrade Ogilvy?
Chapter 5- What is the problem with obtaining razor blades?
- What is revealed about Inner Party philosophy in the discussion between Winston and Syme?
- Why does Winston feel that Syme will be vaporized?
- Parsons brags about his children for doing what?
- What is the significance of the telescreen announcement? (p. 51)
- What are Winston’s feelings about the present time after he hears the cheerful announcement on the telescreen?
Homework:September 16, 2016
1. Sit with classmates who picked the same journal entry theme as you to write about; discuss which quotes you chose to represent the theme , and share how the theme is represented (Do not read directly off your paper; instead have a natural discussion about the theme and your entries).2. Fill up sticky notes chart on the board: A-has/Comments; Questions;Confusions; Vocabulary words. Sit in a semi-circle around the board and discuss as a class.
3. Journal Entry with partner on 2-minute hate. With your partner, describe in detail what happens during a 2-minute hate. Consider purpose, mood, tone, and setting. What specific diction does Orwell use to demonstrate purpose, mood, tone, and setting? Share aloud.
4. Work individually on the following while Miss Kerry meets with you to discuss your diagnostic essay writing:
Read chapters 2 and 3 and answer the questions as or after you read in your journals (you can use sparknotes if you need to):
Chapter 2
- Who are the Parsons and what do they represent?
- How do the Parsons’ children behave?
- What is Winston's dream about O’Brien?
- What is announced on the news? (p. 25)
Chapter 3- What is Winston’s dream about his mother? How does he feel about himself in that dream?
- What is his dream about the "Golden Country"?
- What does he remember about the big events of the past? Bombs? Past Wars?
- Explain the Party slogan, "Who controls the past controls the future; who controls the present controls the past."
- What does he know about the legends concerning Big Brother?
Homework:September 12, 2016
1. Read and go over 1984 Introduction sheet.
2. Read the first 20 pages of the novel together; students fill out sticky notes as we read:
1. A-HAS!
2. QUESTIONS?
3. VOCABULARY.
As we read, discuss comments and questions from chapter 1 in order to better our understanding of the text.
3. Model and engage in first journal activity (step by step as a class first, including how to pick the theme, find a quote, analyze the quote, etc.).
Homework for Thursday:
* read up to page 20September 9, 2016
1. Essay reflection Entry Card: (On one side) What went well with the essay? (On the other side) What do I feel like I need to work on with my writing?
2. Discuss Sustainability unit's essential question using THINK, PAIR, SHARE. What is revolution and how does revolution affect the thoughts, development and peace of a community or country?
3. In your journals, answer the following questions:What are some freedoms you enjoy in your home and community?What freedoms are you denied and why? Do you accept these reasons?
4. After you write, discuss your answers in small groups of 4-5.
5. 1984 Anticipation Guide. Fill out the guide and then complete the written part below, writing more specific paragraphs to explain your stance on the three statements you choose to focus on.
6. Spectrum Activity - 4 corners based on if you strongly agree, agree, disagree, or strongly disagree.
1984-anticipation-guide.doc
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7. Read over the introduction sheet: https://docs.google.com/document/d/1g20Xwo_MUmUKU8lpqLKP8HwJtTvg8xsoxlsmmVgsiAU/edit?usp=sharingHomework:
September 8, 2016
Today we will engage in our 70 minute diagnostic essay. You may use your outline, your notes, and the article to write the essay.
September 5, 2016
1. With a partner, present the answers you wrote about your SATIRE example that you found using EBSCO. Stand and Deliver.
2. While you present, your partner will assess your presentation using the Oral Presentation Rubric. The partner will then give feedback using our Growth Mindset vocabulary: "It was effective when..." and "Next Time Try..." (Miss Kerry gives a mini-lesson on this form of critique/feedback.)
3. Student who receives feedback modifies his/her presentation based on the partner's suggestion and delivers his/her presentation again.
4. On Thursday, we will engage in our first in-class essay assignment using the compare/contrast format. This will be a Diagnostic Essay so I can get to know you as a writer. Here is the assignment:
https://docs.google.com/document/d/1RNh3hXvE4mUim2YKE4GSrYZWPM2CN6bx2sZ4GaaOaLI/edit?usp=sharing
5. Miss Kerry gives a mini-lesson on the outline and on the compare/contrast essay.
6. Students use the handout (either online or the physical copy) to create their outline.
7. On Thursday, students will complete an in-class essay following this outline. You may all use these outlines (your notes) to write your essay.
Homework:
September 2, 2016
1. Check homework (Article Notetaking Document).
2. Review - satire and irony. How are these articles satirical and ironic?
3. Double check Discussion Questions to be sure they are accurate for a Socratic Seminar (Miss Kerry models a discussion question). Questions can refer to the article content and the article satire.
4. Go over the Socratic Seminar Discussion Rules:
- "3 Before Me"
- Use Textual Examples to illustrate your point
- Build upon what others have said
- Encourage people who have not shared to speak
- When there is a lull in the conversation, use one of your Discussion Questions to get the conversation rolling again
5. Discuss/debrief the Socratic Seminar, the articles and their purpose as entire group (SATIRE, HYPERBOLE, EXAGGERATION).
6. Find an example of a form of media that uses SATIRE. Forms of media can include literature, websites, news articles, blogs, videos, advertisements, television, film, political propaganda, speeches, etc. We will find an example using EBSCO.
7. Mini-lesson on EBSCO as we research:
- explora - secondary school (student research center)
- EBSCOhost - teacher profile - IB students can use this with their monografias
- you can change your lexile range for your level of english/spanish comprehension
- you can click on add to folder and it will save your article
- you can click on SEND and send the article to yourself or your students
- each student can create his/her own account/profile to save his/her articles - we are going to do this the first week in English class
- you can listen to any article WITH DIFFERENT ACCENTS
- you can take notes
- you can put it into a citation format for your bibliography/works cited page; you can send this to yourself
- different ways to VIEW it
- how to search - might need to put specific topics in quotes "golden rice"
- can also do advanced searches
- can look at the history of your searches
- tutorials section on the website if you need help
- can get the app for you phone/android
8. Once you find your EBSCO article or document about satire, answer the following questions:1. What form of media is used (article, magazine, video, etc.)?
2. What is the purpose of the media?
3. Who is the intended audience?
4. How does this piece of media use SATIRE, HYPERBOLE and/or EXAGGERATION? Why does this piece of media use SATIRE, HYPERBOLE, and/or EXAGGERATION?
5. What are the key words/terms used in the media?
Homework:
September 1, 2016
1. Make sure your parents have e-mailed me to confirm that you have all read the syllabus.
2. Entry Card: WHAT DO I LIKE ABOUT ENGLISH CLASS AND WHAT ARE MY STRENGTHS? (on one side) WHAT DO I DISLIKE ABOUT ENGLISH CLASS AND WHAT ARE MY CHALLENGES?
3. Read one of the following articles and fill out the Article Notetaking Sheet as we read (go over the sheet with them). Miss Kerry will assign your groups.
The Sacred Rituals of the Nacirema article (Willa, Martina, Mayan, Seth, Reed, Jordan, Daniel, Fausto): https://www.msu.edu/~jdowell/miner.html.
The Sacred Rac (Joshua, Samuel, Ana Barbara, Hazel, Henry, Mileidy, Alejandra, Loona, Moritz): http://www.drabruzzi.com/sacred_rac.html
4. Focus on Fixing up two Discussion Questions. Mini-lesson on How to Write a Solid Discussion Question in order to prepare for our Socratic Seminar. We will review this document to help us carefully construct higher level thinking discussion questions. http://blog.adambabcock.com/wp-content/uploads/2013/03/Costa-House-Levels-of-Questions.pdf)
5. Fix up or write new Discussion Questions about the article you read based on above handout. Be sure your questions provoke deep discussion about the articles that we read and annotated for today.
6. Socratic Seminar Rules:
- "3 Before Me"
- Use Textual Examples to illustrate your point
- Build upon what others have said
Homework:
* Prepare to engage in Socratic Seminar on these article using your Note-taking Sheets, your Discussion Questions, and your Socratic Seminar rules. The Socratic Seminar will take place on Friday.
August 29, 2016
1. Find your bilingual pair using the novel/author cards - these are the books and authors we will be reading this year!
2. With your partner, discuss the quote from the author that is on the back of your cards. Discuss the following questions (THINK, PAIR, SHARE):
What is significant about this quote? This quote is significant because...
What meaning does this quote imply? This quote means...
How do you connect to or relate to this quote? I connect to or relate to this quote because...
3. Each pair will share out their novel, author, quote, and quote significance utilizing the sentence starters (Miss Kerry writes sentence staters on the board).
4. Campus Writing Activity: Sensory/Sense of Place Writing - "La Paz From Where I Sit". In journals, go to your designated space on campus and use your sensory writing skills to write in your journals. Brainstorming Bubbles on board: what do we describe with Descriptive/Sensory writing? How do we tap in to all of our senses and what do we write about? Write for 10 minutes (stream of consciousness/sensory writing)
5. Debrief "La Paz From Where I Sit" writing activity in small groups. In small groups, read your description aloud and have students guess the designated space you were writing in.
6. Share richest, most descriptive phrase or sentence from writing (whole class whip).
7. Peer feedback, "It was effective when..." and, "Next time try..." Talk about Growth Mindset Feedback.
Homework: